Abstract
This study examines the relationship between the use of Spark, a Socratic generative AI assistant, and students’ perceptions of Spark as a potential Vygotskian More Knowledgeable Other (MKO) in asynchronous online courses. Analysis of 4,587 end-of-course surveys compared Spark users with non-users across two constructs: Student Experience (encouragement, engagement, and support) and Sense of Clarity (instructional clarity, structure, and feedback). Spark users reported significantly higher perceptions on both constructs, with differences remaining statistically significant after adjusting for course and instructor variation. Sentiment analysis showed no significant group differences. Spark use was associated with modestly more favorable perceptions of clarity and support, a pattern consistent with, though not evidence of, Spark serving some MKO functions.
Rights
© 2026 The Authors
Recommended Citation
West, Todd H.; Clark, Jessica L.; and Hanshaw, George O., "Exploring the Role of Generative AI in Enhancing Perceptions of Support and Clarity in Online Asynchronous Classes" (2026). The Interdisciplinary Journal for Research on Pedagogy and Learning Design, Vol. 1, Issue 1., Fall 2026. 14.
https://openprairie.sdstate.edu/ijrpld/14
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License