Dataset for “From Commands to Intent: Rethinking Digital Informal Learning in the Era of Intent‐Based Interaction”
Description
This dataset comprises raw survey responses collected from undergraduate students investigating factors that predict the decision to use ChatGPT as an informal learning tool. The study examined how digital competence and online learning self‐efficacy influence the decision to use generative AI (GenAI) in educational contexts. Data were gathered using validated instruments adapted for higher education, offering insights into both traditional command‐based digital skills and emerging intent‐based interaction paradigms. Data Collection and Methodology: Study Design: Cross‐sectional survey. Participants: A convenience sample of 1,309 undergraduate students recruited via university email lists, learning management systems, and social media. Instruments: Teacher’s Digital Competence Scale (46 items) assessing six dimensions: (likert, min 1- max 5) Information and Data Literacy (IDL, 9 items) Communication and Collaboration (CC, 7 items) Digital Content Creation (DCC, 6 items) Safety (S, 10 items) Problem‐Solving (PS, 9 items) Ethics (E, 5 items) Online Learning Self‐Efficacy Scale (OLSS) (31 items) covering four subscales: (likert, min 1- max 6) Technology Use Self‐Efficacy (TU, 7 items) Online Learning Task Self‐Efficacy (OLT, 4 items) Instructor and Peer Interaction and Communication Self‐Efficacy (IPC, 7 items) Self‐Regulation and Motivation Efficacy (SRM, 13 items) Additional Measures: A single-item measure classifying respondents based on their decision to use ChatGPT (Users = 1 vs. Non-Users = 0) as an informal learning tool according to their self-reported usage. Potential Uses: This dataset is suitable for secondary analyses in educational technology and digital literacy research, particularly for studies interested in: Examining the interplay between digital competence and the decision to use AI tools in learning. Evaluating how specific digital skills (e.g., Information and Data Literacy) and online learning self‐efficacy influence the decision to use generative AI. Conducting replication studies or meta-analyses on GenAI use decisions in higher education. Data Format: The primary data file is provided in Excel format (.xlsx) along with an accompanying codebook detailing variable definitions and measurement scales, items both in the original language and the translated versions. Ethical Considerations: Data collection was conducted in accordance with ethical guidelines, and all participants provided informed consent. The dataset has been de-identified to protect participant confidentiality.