Danijela Gasevic

Jiameng Wei, Dinh Dang, Kaixun Yang et al.

Assessment of medication history-taking has traditionally relied on human observation, limiting scalability and detailed performance data. While Generative AI (GenAI) platforms enable extensive data collection and learning analytics provide powerful methods for analyzing educational traces, these approaches remain largely underexplored in pharmacy clinical training. This study addresses this gap by applying learning analytics to understand how students develop clinical communication competencies with GenAI-powered virtual patients -- a crucial endeavor given the diversity of student cohorts, varying language backgrounds, and the limited opportunities for individualized feedback in traditional training settings. We analyzed 323 students' interaction logs across Australian and Malaysian institutions, comprising 50,871 coded utterances from 1,487 student-GenAI dialogues. Combining Epistemic Network Analysis to model inquiry co-occurrences with Sequential Pattern Mining to capture temporal sequences, we found that high performers demonstrated strategic deployment of information recognition behaviors. Specifically, high performers centered inquiry on recognizing clinically relevant information, integrating rapport-building and structural organization, while low performers remained in routine question-verification loops. Demographic factors including first-language background, prior pharmacy work experience, and institutional context, also shaped distinct inquiry patterns. These findings reveal inquiry patterns that may indicate clinical reasoning development in GenAI-assisted contexts, providing methodological insights for health professions education assessment and informing adaptive GenAI system design that supports diverse learning pathways.

Xiu Guan, Mingmin Zheng, Dragan Gašević et al.

Artificial intelligence (AI) is increasingly embedded in vocational education systems, yet empirical evidence linking institutional AI readiness to student learning outcomes remains limited. This study develops and tests a 2-2-1 cross-level mediation framework examining how school-level AI readiness is associated with student AI literacy through aggregated teacher mechanisms. Using linked survey data from 1,007 vocational institutions, 156,125 teachers, and 2,379,546 students nationwide, multilevel models were estimated to assess direct, indirect, and contextual effects. Results indicate that overall school AI readiness is positively associated with student AI literacy after adjusting for institutional and regional characteristics. When examined independently, all readiness dimensions show positive associations, while simultaneous modelling suggests that readiness operates as an integrated organisational configuration. Cross-level mediation analyses reveal that aggregated teacher-perceived AI capability partially mediates the relationship between institutional readiness and student literacy, whereas general attitudinal acceptance measures do not demonstrate stable transmission effects. Robustness analyses further show that this readiness-capability-literacy pathway remains structurally stable across heterogeneous regional AI development contexts and under alternative modelling specifications. These findings reposition institutional AI readiness as a multilevel organisational condition linked to student AI literacy, identify collective teacher capability as its central transmission mechanism, and underscore the need to align infrastructural investment with sustained professional capacity development.