Enhancing service-learning through Generative AI: a mixed-methods study on educational Game design in a finance course

Abstract

Since the release of ChatGPT in late 2022, the integration of Generative Artificial Intelligence (GenAI) in higher education has posed both opportunities and challenges, especially around critical thinking and assessment integrity. This study explores how GenAI can be ethically and effectively integrated into a service-learning course on personal finance at a Hong Kong university. Students in the GenAI-supported class designed educational games for elderly participants in community centres, applying financial concepts through AI-assisted content generation and game development. Adopting a sequential explanatory mixed-methods design, we compared two student groups (GenAI-supported vs. non-GenAI) using a modified Service-Learning Outcomes Measurement Scale (S-LOMS). Quantitative results revealed significantly higher gains in Knowledge Application, Critical Thinking, and Self-Efficacy among the GenAI group. Qualitative thematic analysis of student reflections supported these findings and highlighted four key themes: enhanced knowledge transfer, increased self-efficacy, critical engagement with AI, and ethical awareness. Contrary to concerns about over-reliance, students used GenAI critically, supplementing and challenging AI outputs. These results suggest that GenAI, when scaffolded by ethical and reflective pedagogies, can enhance cognitive and metacognitive outcomes in service-learning. Implications for integrating GenAI into experiential learning and practical guidelines for ethical use are discussed.

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