AIGC affordance as enacted competence within affordance-actualization theory¶

Theory · All theories
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article grounds its model in Affordance-Actualization Theory, defining AIGC affordance as "students' perceived generative action possibilities in human-AI interaction" and operationalizing it as enacted competence — the perceived functional capability to deploy AIGC features in IEI task execution. It specifies four task-activated affordances: generative co-creation, conversational iteration, critical verification, and strategic redistribution of cognitive effort. Iterative prompt refinement is framed as a unique mastery experience that pre-scripted resources cannot replicate, and self-efficacy and motivation act as gatekeepers between AIGC use and autonomous regulation.

Design Implications¶

Context¶

Requirements¶

• Students must have used AIGC tools for at least one complete task cycle (initial prompt to final deliverable) within their IEI projects

Constraints¶

• Because AIGC simultaneously scaffolds and risks undermining self-regulation via cognitive offloading, the framework treats self-efficacy and motivation as gatekeepers rather than assuming affordance use is uniformly beneficial

Target Learners¶

• undergraduate students in industry-education integration programs

Target Learning Objectives¶

• self-regulated learning
• professional competence
• AIGC self-efficacy

Claims¶

• Aigc Affordance Boosts Self Efficacy And Srl [+M]
• Serial Mediation Affordance Efficacy Motivation Srl [+M]
• Interviews identify IEI implementation gaps — curriculum-industry misalignment, limited project diversity, and weak enterprise engagement — as boundary conditions on the psychological pathways [~M]

Related Theories¶

Examples¶

• Embed SRL-oriented AIGC pedagogy: prompt-and-reflect routines, verification rubrics, and feedback literacy

Key Sources¶

• Liang, Li, Hsu and Xu. (2026). AIGC affordance and student self-regulation in private undergraduate education: a serial mediation model of self-efficacy and learning motivation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1800950