ENHANCING EMI ECONOMICS INSTRUCTION IN ASIA: STUDENT PERCEPTIONS OF AI-GENERATED VISUALS FOR COMPREHENSION AND ENGAGEMENT
DOI:
https://doi.org/10.14456/aelr.2026.8Keywords:
English-Medium Instruction, AI-Generated Visual Aids, Economics Education, Student Engagement, Cognitive Load OptimizationAbstract
The rapid global expansion of English-Medium Instruction (EMI) programs has introduced significant pedagogical challenges, particularly concerning student comprehension and engagement in conceptually demanding subjects. In response, this study investigates the effectiveness of integrating AI-generated visual aids into lecture slides to mitigate cognitive load and enhance learning outcomes in an undergraduate EMI Economics course. To evaluate this intervention, a structured questionnaire was administered to 54 Asian first-year students enrolled in a banking and finance program. The findings reveal a highly positive consensus: students overwhelmingly perceive that customized, content-relevant AI visuals significantly improve their understanding, knowledge retention, interest, motivation, and sustained attention during complex explanations. While both genders reported high satisfaction, male participants rated comprehension and retention items slightly higher, potentially reflecting differing spatial-visual processing preferences. This study addresses a critical gap by expanding the literature on visual learning beyond ESL/EFL contexts into rigorous EMI environments. The results advocate for the systematic incorporation of aesthetically refined, contextually aligned AI imagery to optimize instructional efficacy and elevate the student learning experience.
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