Talking to a Bot, Learning Like a Pro: How AI Simulated Interviews Empower Adult Learners

 

 By Xi Lin

Adult learners are known for juggling a full plate—careers, family, community responsibilities—and yet still choosing to further their education. Asynchronous online learning often offers the flexibility they need. But what about connection? Engagement? Real-world practice? That’s where AI-driven simulation interviews step in, offering a surprisingly effective bridge between flexible learning and meaningful professional development.

The Problem: Professional Learning Without Professionals

Let’s be real. Adult education courses do a great job of covering theory, but arranging real-life interviews with seasoned professionals? Not so easy. Between time zones, schedules, and professional gatekeeping, getting face time with a mentor or educator in your field can feel like a logistical nightmare. Yet, these interactions are exactly what adult learners crave—practical wisdom, career context, and that “real world” feel.

So, what if learners could simulate those conversations using AI?

Enter the Virtual Interview

In a recent study by Lin et al. (2025), adult learners enrolled in an asynchronous online graduate course were invited to interview artificial intelligence tools—yes, ChatGPT included—by assigning them roles like program developer, counselor, or instructor. Students created prompts, held “conversations” with the AI, and then reflected on what they learned.

Figure 1. Students interviewed ChatGPT

What happened next? The AI might not have passed a Turing test, but it definitely left a lasting impression.

What Changed?

After 42 students across four course sessions completed their AI simulation interviews and reflected on the experience, Lin and colleagues (2025) identified five key themes that revealed what learners really thought:

1. Quick, Accessible, Insightful

Students loved how fast the AI responded. No scheduling. No small talk. Just immediate, structured feedback. One student noted, “It was like interviewing a human…but faster and more structured.” In a world where adult learners are pressed for time, that’s gold.

2. But... Kind of Robotic

AI’s downside? Repetitive and generic answers. “Some of the responses were repeated,” one student said. Others noticed the classic disclaimer—“I am not a program planner, but…”—popping up a bit too often. Helpful? Yes. Personal? Not quite.

3. Perfect for Preparation

Students described the experience as a “jumpstart” to deeper learning. One participant shared: “What used to take hours of research can now be found in minutes.” Another said the simulation “highlighted the multifaceted nature of mentoring.” The takeaway? AI is a solid first step—just not the final one.

4. AI vs. Human: A Different Kind of Feedback

Some students appreciated AI’s unbiased tone and clarity. Others missed human warmth and nonverbal cues. One participant summed it up: “It was helpful, but a bit like talking to a robot.” Still, many agreed both forms of feedback had value—they’re just... different.

5. Trust Issues

AI’s accuracy was questioned. “How would we know if the information is correct?” one student asked. Others likened it to an interactive Wikipedia—helpful, but not gospel. In short, learners saw the tool’s strengths and its blind spots.

A Hybrid Solution: AI + Humans = Better Together

The verdict? AI isn’t a silver bullet—but it’s a powerful ally. Think of it as a personal research assistant that never sleeps. The study suggests that a hybrid model—combining AI’s speed with human mentors’ depth—could offer the best of both worlds.

The goal isn’t to replace human interaction but to amplify learning by using AI for low-stakes practice, scaffolding complex ideas, and encouraging self-paced exploration.

Implementation Tips for Educators

Inspired to try this out in your course? Here’s how to get started:

• Design Smart Prompts: Guide students to ask open-ended, context-specific questions tied to course goals.
• Encourage Reflection: Use discussion boards to let students share what they learned—and what they questioned.
• Blend AI with Human Input: Follow up the AI interview with real-world guest speakers, peer feedback, or instructor-guided discussions.
• Be Transparent: Help students understand AI’s limitations. Use it to spark critical thinking, not just information gathering.

Final Thoughts: It’s Not Just Talk

AI simulation interviews are more than a novelty—they’re a practical, scalable, and flexible way to deepen understanding, especially for adult learners navigating professional pathways. The magic isn’t in the machine—it’s in how learners engage with it, reflect on it, and ultimately connect the dots between theory and practice.

And that, in the end, might be the real lesson: meaningful learning doesn’t always require a person on the other end of the line. Sometimes, it just takes a good question and a curious mind.

Reference

Lin, X., Zhao, T., Schmidt, S. W., & Zhou, S. (2025). Using AI as a Learning Tool Through Simulation Interviews to Enhance Adult Learning. Adult Learning. https://doi.org/10.1177/10451595251345274

 

Bringing Online Lectures to Life: How Timeline-Anchored Comments Transform Asynchronous Learning

By Xi Lin

Asynchronous online learning is valuable for busy adult learners juggling full-time jobs, family obligations, and coursework. But let’s face it: staring at a screen alone, watching a lecture without any interaction, can make the most fascinating topic feel like watching paint dry. The real challenge? Fostering meaningful interaction in a space designed for flexibility, but not necessarily engagement.

Enter a game-changer from East Asia’s entertainment playbook: the Video Timeline-Anchored Comment (VTC) tool. Known in anime circles as danmaku (see Figure 1), this feature enables viewers to post comments tied to specific moments in a video, creating an experience that feels almost live. In one study, Lin et al. (2024) explored how this tool reshaped the way students interacted in asynchronous adult education courses.

Figure 1. Screenshot of a danmaku-commented episode.

The Problem: Asynchronous Isolation

Traditional asynchronous classes, with their text-based discussion boards and delayed responses, often leave learners feeling like they’re shouting into a void. Adult learners who are experienced, reflective, but time-strapped, need more than static screens and perfunctory posts. They crave connection, immediacy, and interaction, but the structure of asynchronous education often fails to deliver.

 

A “Live” Experience, Anytime

The VTC tool used in the study allowed students to comment directly on specific moments in instructional videos hosted on Canvas Studio. These comments, which appear like little chat bubbles, made it possible to ask questions, offer insights, and share thoughts right where the learning occurred. See Figure 2, or you can access an example here: https://youtu.be/5w3zh-vbV1A 

Figure 2. Using the VTC in Canvas Studio.

A. Comments made at 6:35 of the video jumped out at the right corner of the screen.

B. When clicking the bubble, Canvas Studio directs the viewers to the full remarks.

C. When clicking the time (i.e., 6:35), Canvas Studio directs the viewers to the video where the specific comment was made.

 

Students described the experience as “feeling like we’re all in the same room,” even though they weren’t. One learner summed it up perfectly: “Online asynchronous instruction can be lonely at times. Having the instructor commenting in the video helps you feel more like a participant in a class and not the sole learner.”

 

What Changed?

Lin et al. (2024) observed four major shifts in student behavior and experience:

• From Passive to Active: Instead of merely consuming content, students actively engaged with it. Questions and comments sparked mid-video reflection and dialogue.
• From Isolated to Connected: Students no longer felt alone. “It made it seem like we are all sitting in the same room having a conversation,” one said.
• From Distracted to Focused: The dynamic commenting kept students alert and engaged—no more zoning out during long lectures.
• From Surface-Level to Deep Learning: By discussing key moments as they occurred, students gained clarity, different perspectives, and a deeper understanding of the content.

 

Instructor as Facilitator, Not a Lecturer

The instructor’s role was key but not dominating. They offered tech support (like how to use Canvas Studio’s VTC function), moderated discussions, and chimed in to deepen content engagement. Most importantly, they created space for students to lead, present, and teach, thus empowering learners as co-creators of knowledge.

 

Implementation Tips for Educators

Consider trying this out in your online course. Lin et al. (2024) offer some practical advice:

• Choose the Right Tools: Platforms like Canvas Studio support timeline-anchored commenting. Get familiar with its features first.
• Make It Intentional: Tie comments to learning goals. Ask students to post questions, insights, or clarify misunderstandings at key moments.
• Train for Success: Not all students are tech-savvy. Offer demos, how-to guides, and examples of quality comments.
• Encourage Dialogue: Require students to respond to each other’s comments to foster deeper interaction.
• Reflect and Adjust: Gather feedback and be open to making adjustments based on students’ preferences and technical comfort.

 

Final Thoughts: Small Tool, Big Impact

The VTC tool is more than a flashy feature. It is a bridge between isolated learners and a thriving online learning community. A bridge between content and cognition. And most importantly, a bridge between asynchronous convenience and synchronous-like engagement.

The next time you prepare an online lecture or discussion, consider incorporating a layer of real-time (or pseudo-real-time) interaction. It might just turn your virtual class into a vibrant learning community—one comment bubble at a time.

 

Reference

Lin, X., Sun, Q., & Zhang, X. (2024). Increasing student online interactions: Applying the video timeline-anchored comment (VTC) tool to asynchronous online video discussions. International Journal of Human–Computer Interaction, 40(19), 5910-5922. https://doi.org/10.1080/10447318.2023.2247554

 

 

How Student-Generated Memes Revolutionize Online Discussions for Adult Learners

 

By Dr. Xi Lin

Keeping adult learners engaged in asynchronous courses can feel like a Herculean task in the ever-expanding world of online education. With busy schedules, diverse life experiences, and the isolation of virtual classrooms, fostering meaningful interaction is no small feat. Enter an unexpected hero: the humble meme. The present study (Lin & Sun, 2023) explores how student-generated memes can transform online discussions, sparking engagement, building community, and enhancing active learning for adult learners. If you’re an educator looking to shake up your virtual classroom, this approach may be the creative twist you’ve been searching for.

The Challenge of Engaging Adult Learners Online

Adult learners—often juggling full-time jobs, family responsibilities, and coursework—gravitate toward asynchronous online formats for flexibility. Yet, this convenience comes with a catch: low engagement. Without real-time interaction, discussion boards can become a graveyard of perfunctory posts, leaving learners disconnected and uninspired. Lin and Sun (2023) highlight how traditional discussion prompts often fail to resonate with adult learners, who bring rich, varied experiences but struggle to find common ground or feel motivated to share. The result? A lackluster online experience that hinders both learning and community-building.

How Memes Spark Connection and Learning

Lin and Sun (2023) introduced a delightful solution: asking adult learners to create and share memes about their experiences with technology as part of a discussion activity. Conducted in a graduate-level course on adult education, this approach yielded remarkable results. Here’s how memes turned the tide:

1. Breaking the Ice with Humor: Memes—funny, relatable, and bite-sized—offered a low-pressure way for learners to express their feelings about technology. Students reported the activity as “surprising but fun,” with comments like, “I’ve never had such a fun assignment before.” This entertainment factor made discussions feel less like work and more like play, easing learners out of their shells.
2. Fostering a Sense of “I’m Not Alone”: The memes revealed shared struggles—like wrestling with new tech tools—normalizing challenges and building camaraderie. One learner noted, “It was reassuring to hear others sometimes struggle with it also.” This relatability sparked peer interaction, as students connected over common experiences and learned from each other’s perspectives.
3. Encouraging Active Learning: Crafting a meme wasn’t just fun—it required creativity and reflection. Learners had to distill their experiences into a visual format, then explain their choices and propose teaching strategies. This process, aligned with Engagement Theory’s “Relate-Create-Donate” framework, deepened their interaction with the course content and peers, turning a simple post into a meaningful learning opportunity.
4. Overcoming Initial Hurdles: While some found meme creation daunting initially (“I was very stressed and avoided doing it for the first few days”), the challenge became a gateway to mastering a new skill. Students sought out meme generators, collaborated with peers, and ultimately felt empowered by their success—mirroring the very tech-learning process they were exploring.

  Memes generated and posted by students regarding their feelings about technology.

The Instructor’s Role: Guiding Without Leading

The study underscores the instructor’s pivotal role in making this activity work. Clear, step-by-step instructions—like how to embed a meme in Canvas—eased technical fears, while frequent feedback and prompts kept the discussion flowing. Rather than dominating the conversation, the instructor encouraged peer interaction with questions like, “In response to [student]’s comments, what do you think…?” This student-centered approach fostered a vibrant, supportive community where learners felt safe sharing and growing.

Best Practices for Bringing Memes to Your Classroom

Ready to meme-ify your online discussions? Here are some tips inspired by the findings:

• Set Clear Expectations: Guide students on creating and interpreting memes, tying them to course themes (e.g., technology struggles or teaching insights).
• Make It Graded: A small incentive ensures participation, especially since voluntary interaction rarely happens organically online.
• Encourage Peer Responses: To spark dialogue and build connections, require students to comment on at least two peers’ memes.
• Provide Support: Offer resources (e.g., meme generator links or a demo video) to ease beginners into the process.
• Summarize Key Takeaways: Wrap up the discussion with a summary of insights to reinforce learning and show students their contributions matter.

Final Thoughts

This research reveals that student-generated memes are more than just a quirky gimmick—they’re a powerful tool for engaging adult learners in asynchronous online settings. By blending humor, creativity, and relevance, memes break down barriers, connect diverse learners, and make discussions a highlight rather than a chore. While the study was limited to one week, its promise suggests broader applications—imagine a semester-long meme thread weaving through your course!

So, why give it a try? Next time you design an online discussion, toss in a meme prompt and watch your adult learners light up the board with laughter, insight, and connection. Who knew a picture and a punchline could do so much for learning?

 

Reference

Lin, X., & Sun, Q. (2023). Student‐generated memes as a way to facilitate online discussion for adult learners. Psychology in the Schools, 60(12), 4826-4840. https://doi.org/10.1002/pits.22884

 

How ChatGPT Transforms Online Discussions

 

By Dr. Xi Lin

 

In today’s rapidly evolving educational landscape, instructors constantly search for innovative strategies to engage students, foster critical thinking, and enhance online discussions. A recent study by Lin et al. (2024) explores how integrating ChatGPT into asynchronous online discussions can significantly improve student participation, engagement, and learning outcomes. If you are an educator navigating the digital classroom, understanding the role of AI in student discussions might be the game-changer you need.

 

The Challenge of Online Discussions

One of the biggest struggles in asynchronous online courses is limited student contribution (LSC)—a scenario where students fail to engage meaningfully in discussion boards. Many factors contribute to LSC, including unclear expectations, lack of critical thinking skills, or uncertainty about what to contribute. Without active participation, online discussions can become monotonous and fail to provide the depth of learning that fosters intellectual growth.

 

How ChatGPT Enhances Online Discussions

This study highlights how integrating ChatGPT into discussion boards significantly increases participation rates. Students using ChatGPT were more engaged, contributed more frequently, and found discussions more stimulating. But how exactly does ChatGPT enhance these discussions?

1. Generating Thought-Starters: ChatGPT can help students overcome the “blank page” syndrome by generating initial ideas, structuring responses, and prompting deeper reflection.
2. Encouraging Critical Thinking: Students were encouraged to critique and expand upon ChatGPT’s answers instead of simply accepting AI-generated responses, fostering deeper engagement with course materials.
3. Bridging Knowledge Gaps: Students who struggled with certain topics found that ChatGPT provided helpful explanations, allowing them to participate confidently in discussions.
4. Fostering Peer Interactions: Seeing how others interacted with ChatGPT encouraged more engagement, with students learning from and responding to diverse perspectives.
   
   

Best Practices for Using ChatGPT in Online Teaching

While the benefits of using ChatGPT in online discussions are clear, it is essential to implement this tool strategically to avoid pitfalls like over-reliance or surface-level engagement. Here are some best practices for educators:

• Establish Clear Guidelines: Students should use ChatGPT as a starting point, not a replacement for their own critical thinking. Encourage them to analyze, critique, and personalize AI-generated responses.
• Encourage Reflection: Instructors can require students to reflect on how ChatGPT’s responses shaped their understanding, reinforcing deeper learning.
• Promote Diverse Engagement: Ask students to compare AI-generated insights with peer responses, academic readings, or personal experiences.
• Monitor for Over-Reliance: Ensure students are not merely copying and pasting ChatGPT’s answers but engaging with the tool meaningfully.

 

Final Thoughts

The integration of ChatGPT in online discussions represents a smart strategy for modern teaching. When used appropriately, it acts as a catalyst for engagement, enhances student confidence, and fosters critical thinking. By guiding students to use AI as a tool for exploration rather than a crutch, educators can create more interactive, insightful, and effective online learning experiences.

Are you ready to transform your online discussions with AI? Start experimenting with ChatGPT in your next class and watch how it reshapes student engagement and learning outcomes!

 

Reference

Lin, X., Luterbach, K., Gregory, K. H., & Sconyers, S. E. (2024). A Case Study Investigating the Utilization of ChatGPT in Online Discussions. Online Learning, 28(2), n2. https://doi.org/10.24059/olj.v28i2.4407

Welcome to the Smart Learning Strategies Online Forum!

Welcome to the Smart Learning Strategies Blog, moderated by Dr. Xi Lin. This blog is a collaborative space for exploring innovative learning design strategies that engage and enhance the learning experience. Topics covered include the use of gaming, case studies, danmaku (i.e., timeline-anchored comments in videos), memes, artificial intelligence (AI), simulation, and more! Here, you will find thought-provoking articles, practical tips, and valuable resources to inspire educators, instructional designers, and students alike. 

 

Join us on this journey to explore new possibilities for effective and engaging learning!