Adult learners expect AI to support transformative and experiential learning through assumption-challenging simulations, role play, and authentic virtual contexts¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-13 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Adult learners perceive that AI-powered simulations, exploratory environments, and conversational facilitators challenge assumptions, enable role play, and support knowledge transfer. → Jinhee Kim 2026 q2 i? Adult learners expect AI to provide realistic workplace simulations and virtual trips, enhanced by AR/VR/XR with AI companions, for safe practice. → Jinhee Kim 2026 (2)

Evidence¶

Jinhee Kim 2026¶

Jinhee Kim, Xi Lin, Seongryeong Yu, Rita Detrick. (2026). Adult learners' perspectives of AI applications in supporting andragogy. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10621-2

q2 · i? · qualitative · r3

Transformative-learning theme from the 20-participant interviews: participants described simulations and exploratory environments immersing them in real-world scenarios requiring belief revision (P4), and AI facilitators guiding structured role-play and debate with context-specific prompts (P15).

"ALs highlighted that conversational agents, such as AI facilitators or thought partners, can guide them through structured role-play and debate"

Jinhee Kim 2026 (2)¶

Jinhee Kim, Xi Lin, Seongryeong Yu, Rita Detrick. (2026). Adult learners' perspectives of AI applications in supporting andragogy. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10621-2

q2 · i? · qualitative · r3

Experiential-learning theme from the same interviews: AI simulations let learners practice in "safe, risk-free environments that closely resemble actual job scenarios" (P6), and virtual trips help connect learning to otherwise inaccessible real-world settings (P14).

"ALs highlighted the potential of immersive technologies, including AR, VR, and XR, when merged with AI companions or facilitators that guide them through these environments in context-sensitive ways (P8)."

Discussion¶

Related Claims¶

• Teachers describe AI companions as a low-stakes rehearsal space for students who struggle socially, including autistic students — related
• AI-driven situated learning reshapes education by enhancing authenticity and transforming evaluation into assessment woven into the learning process — related
• The review reports that real-world experiential simulations offer affordances beyond virtual-only formats, including heightened presence through embodiment, place, and face-to-face social immersion — related
• Adult learners perceive AI as supporting consolidation-phase comparison, knowledge reorganization, and transfer — related
• Adult learners expect AI to support problem-centered learning by activating background knowledge, generating diagnostic insights, and strengthening critical thinking — related
• Adult learners perceive conversational AI as thinking partners that support problem exploration without direct instruction — a narrower finding that bears on this claim
• Authentic assessment designs in higher education predominantly replicate professional workplace scenarios, with few addressing social authenticity — related
• Adaptive AI feedback provides tailored scaffolding and AI simulates authentic interaction scenarios (Contextual Affordance Pathway) — related
• In one qualitative interview study, science teachers report that AI tools let students experience risky or inaccessible phenomena and practise virtually before real lab work — related
• Generative learning involves mentally reorganizing and integrating to-be-learned information with prior knowledge, enabling application to new situations — related
• High authenticity simulations show higher effects than low authenticity simulations — related
• Role-playing in a ship simulator constitutes an activity context whose ephemeral resources can collapse — related