An empirical study on the relationship between generative artificial intelligence and analytical skill development: the mediating role of knowledge sharing

The adoption of generative artificial intelligence (GenAI) in education sparks a great deal of controversy with both supportive and negative arguments from scholars. This study aims to explore the role of GenAI application and knowledge sharing on the analytical skills of university students. Partial least squares structural equation modelling (PLS-SEM) was used to analyse data from 295 Chinese university students who are studying service management programs, such as hospitality, tourism and sports-related programs. Results suggest that students are highly receptive to using GenAI in their learning, and leveraging GenAI can positively affect students’ analytical skills through knowledge sharing. Both perceived usefulness and perceived ease of use have significant positive effects on GenAI application, GenAI application positively predicts both knowledge sharing and analytical skills. This study provides empirically grounded evidence elucidating the role of GenAI in enhancing students' analytical capabilities. It contributes to a more nuanced understanding of this emerging technology's implications in knowledge management. It also informs policy-makers in higher education institutions that investment in GenAI into educational systems are necessary for future talent cultivation.