The impact of using artificial intelligence tools on enhancing Female students’ interaction and participation in online learning

This study explores how artificial intelligence (AI) tools support student interaction and participation in online learning, through the lens of Vygotsky’s Zone of Proximal Development (ZPD). Sixteen female undergraduates (aged 19–23) from Turabah University College, Taif University, all experienced in using AI tools (ChatGPT, Grammarly, Canva), took part in individual interviews. Using reflexive thematic analysis, seven themes were identified describing students’ experiences: (1) Widespread AI Tool Use, (2) Enhanced Understanding of Content, (3) Facilitated Peer/Teacher Interaction, (4) Increased Academic Engagement, (5) Stimulated Independent Exploration, (6) Concerns and Challenges, and (7) AI as Support, Not Substitute. The AI tools were perceived as cognitive scaffolds that improved confidence, personalized learning, and motivated deeper engagement, aligning with ZPD theory. Participants reported more frequent class participation, clearer understanding of difficult material, and self-directed exploration beyond the curriculum. Evidence-based recommendations are offered for instructors (e.g. guiding AI use in assignments), students (building AI literacy and critical evaluation skills), and institutions (policy development and training).