Interview with Prof. Daisy Zou on AI-Driven Learning and Cognitive Engagement in Humanities

1. How do you see AI transforming cognitive engagement in learning, particularly in the humanities?

AI has the potential to reshape cognitive engagement by making learning more interactive and adaptive. In traditional humanities education, students often engage with static texts and lectures. AI-driven tools, particularly chatbots, can:

• Facilitate active learning by prompting students with Socratic questioning.
• Provide immediate cognitive scaffolding, helping learners make logical connections.
• Encourage deeper processing by engaging students in real-time, structured debates.

In chatbot-based logic learning, we observed that students who interacted more actively with AI experienced higher levels of cognitive immersion, leading to stronger retention of logical principles. 

2. How do chatbots contribute to self-regulated learning?

Chatbots empower learners by promoting self-regulated learning in several ways:

• Metacognitive support: AI can prompt students to reflect on their reasoning processes.
• Cognitive engagement: Through structured exercises, learners actively construct knowledge rather than passively receiving information.
• Personalised feedback: AI adjusts explanations based on learners’ responses, helping them identify gaps in understanding.

Our study found that students who used chatbots for logic training developed stronger self-monitoring skills, which helped them refine their writing independently. 

3. Your research suggests that chatbot-based learning can lead to a state of “flow.” Can you explain what this means and why it matters?

Flow is a state of deep engagement where learners feel fully absorbed in an activity. In AI-assisted learning, flow is triggered when:

• The task difficulty matches the learner’s ability level.
• Clear goals are set, so learners know what to achieve.
• Instant feedback maintains motivation.

Our study showed that playability and skill-challenge balance were key factors in maintaining flow in chatbot-based learning. Students who entered this state performed better in logical reasoning and reported higher enjoyment in learning. 

4. What role does AI play in developing argumentation skills in non-native English speakers?

Many EFL learners struggle with structuring arguments logically. AI can bridge this gap by:

• Providing structured templates that guide students in forming coherent arguments.
• Detecting logical inconsistencies and prompting learners to revise weak points.
• Simulating debates where students practice rebuttals and counterarguments.

We found that AI-enhanced training improved students’ ability to construct well-reasoned arguments, particularly in recognising flawed reasoning patterns. 

5. One of your studies compares chatbot-based learning with traditional web-based learning. What were the key findings?

We compared chatbot-based learning to traditional website-based instruction for logical fallacy training. Key findings included:

• Chatbots were more effective in improving motivation and engagement.
• Websites provided better structured information retrieval but lacked interactivity.
• Students using chatbots reported higher autonomy and confidence in identifying logical fallacies.

While websites allowed students to review content at their own pace, chatbots actively guided learners through reasoning exercises, making learning more dynamic. 

6. Can AI improve writing quality beyond grammar correction?

Absolutely. Many AI tools focus on surface-level grammar correction, but AI-driven learning can enhance deep-level writing skills by:

• Encouraging logical coherence: AI highlights gaps in reasoning.
• Providing targeted feedback: Instead of generic suggestions, AI tailors feedback based on a learner’s argument structure.
• Enhancing critical thinking: AI poses counterarguments, prompting deeper analysis.

In chatbot-based writing training, students not only wrote more accurately but also developed stronger argumentative reasoning over time. 

7. How do learners emotionally respond to chatbot-assisted learning?

Many assume AI-driven learning is impersonal, but our research suggests otherwise. Chatbots can foster emotional engagement through:

• Conversational interactions that reduce writing anxiety.
• Encouraging prompts that keep learners motivated.
• Adaptive responses that make learning feel personal.

Students in our study reported that chatbot-assisted learning felt like an ongoing dialogue rather than a rigid instruction process, making them more comfortable experimenting with new ideas.

8. What future innovations do you foresee in AI-enhanced humanities education?

Looking ahead, AI will likely:

• Integrate emotion-aware technology, adapting responses based on student engagement.
• Enable multi-modal AI learning, combining text, voice, and visual cues.
• Provide real-time argument assessment, helping students refine their reasoning dynamically.

These advancements will not replace human educators but enhance personalised learning experiences, making education more adaptive and interactive. 

This interview showcases Prof. Daisy Zou’s pioneering contributions to AI-enhanced learning, highlighting cognitive engagement, self-regulation, emotional response, and future innovations in AI-driven humanities education.