An Analysis of Generative AI Utilization Patterns and Learning Ability Improvement among Students in a Chinese Literary History Course : Focusing on Presentation Assignments

This study examines generative AI use in a Chinese literary history course through presentation assignments. It analyzes learners’ perceptions of utilization, usefulness, reliability, and satisfaction, and explores the relationship between generative AI use and learning ability improvement. Despite the growing adoption of generative AI in education, empirical research on its effects on learning outcomes among major-field students remains limited. The participants were 25 undergraduate students enrolled in an elective course in the Department of Chinese Literature at University Aduring the second semester of 2025. Survey data were collected focusing on presentation assignments utilizing generative AI. The findings indicate that generative AI was positively perceived in terms of utilization and usefulness; however, limitations were identified due to errors and the insufficient provision of specialized academic knowledge, which did not fully meet the expectations of major-field learners. Nevertheless, the use of generative AI encouraged learner autonomy and promoted higher-order thinking centered on comparison, analysis, and critical evaluation. As a result, learners demonstrated improvements in learning ability. While learners assumed a more active role in the learning process, generative AI functioned primarily as a supplementary tool that supported understanding rather than as a substitute for disciplinary expertise.