Amplifier and Risk: Extending the Community of Inquiry (CoI) for Student AI Use

Abstract

Purpose: To extend the Community of Inquiry (CoI) framework by incorporating student-derived constructs, Cognitive Amplifier and Ethical Risk, to capture better how generative AI shapes learning in Caribbean higher education contexts. Methodology: Secondary qualitative analysis of narrative data from a mixed-methods study of 114 tertiary students, of whom 68 provided complete responses to open-ended survey questions. Deductive coding was applied using CoI categories, alongside inductive coding to identify emergent themes. Teaching Presence was examined as a moderating factor. Findings: Students described AI as a Cognitive Amplifier, enriching cognitive engagement by clarifying complex ideas, generating examples, and offering multimodal explanations. They also expressed strong Ethical Risk, including anxiety over misinformation, unclear policies, and potential academic misconduct, which suppressed openness and collaboration. Teaching Presence emerged as a decisive moderator, where clarity, integrity-focused design, and AI literacy practices amplified benefits and reduced risks. Value: CoI remains a robust foundational framework but requires refinement to reflect AI-mediated learning. The constructs of Cognitive Amplifier and Ethical Risk enhance understanding of how AI shapes learning presence. Teaching Presence should be reconceptualised to include policy clarity, ethical literacy, and assessments that account for responsible AI use. Practical Implications: The extended framework provides theoretical refinement grounded in student experience and highlights practical steps: transparent AI policies, embedded AI literacy curricula, integrity-by-design assessments, and multimodal scaffolding. Findings underscore the importance of Global South contexts in advancing AI in education research.

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