Enhancing self‐regulated learning and learning experience in generative AI environments: The critical role of metacognitive support

British Journal of Educational Technology, Journal Year: 2025, Volume and Issue: unknown

Published: May 5, 2025

The rapid development of generative artificial intelligence (GenAI) has brought opportunities and new challenges to higher education. Students need a high level self‐regulated learning adapt this change. However, it is difficult for students persist in self‐regulation without guidance. Metacognitive support significant advantage enhancing learning, but fewer studies have explored the effects its role GenAI environments. purpose study was investigate impacts metacognitive on college students' experiences environment. A quasi‐experiment designed which 68 were divided into two groups. experimental group ( N = 35) received explicit support, while control 33) did not receive any prompts. experiment lasted 4 weeks. measured academic performance, ability (including cognitive load technology acceptance). results indicate that environment, producing between‐group differences achievement, enhances abilities particularly terms task strategy self‐evaluation, as well optimizing their experience. also found at risk decreasing if they lacked conclusion points out supports learners accomplish tasks potentially reducing effectiveness, key supporting effective regulation learners' This provides an important theoretical practical basis how better Practitioner notes What already known about topic SRL vital digital Generative AI tools, like ChatGPT, can enhance require support. Learners often struggle apply strategies paper adds improves It reduces increases perceived usefulness tools. Structured leads outcomes. Implications practice and/or policy Teachers should integrate when using Teacher training focus tech‐rich settings. Policies promote ethical use

Language: Английский

In experts’ words: Translating theory to practice for teaching self-regulated learning

Medical Teacher, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 7

Published: May 31, 2024

Health professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on practical integration SRL theories into teaching.

Language: Английский

Using Serious Game Techniques with Health Sciences and Biomedical Engineering Students: An Analysis Using Machine Learning Techniques

Information, Journal Year: 2024, Volume and Issue: 15(12), P. 804 - 804

Published: Dec. 12, 2024

The use of serious games on virtual learning platforms as a support resource is increasingly common. They are especially effective in helping students acquire mainly applied curricular content. However, process required to monitor the effectiveness and students’ perceived satisfaction. objectives this study were (1) identify most significant characteristics; (2) determine relevant predictors outcomes; (3) groupings with respect different game activities; (4) perceptions usefulness simple complex activities. We worked sample 130 university studying health sciences biomedical engineering. activities Moodle environment, UBUVirtual, monitored using UBUMonitor tool. degree type explained differing percentages variance results assessment tests (34.4%—multiple choice [individual assessment]; 11.2%—project performance [group 25.6%—project presentation assessment]). Different clusters found depending group algorithm applied. Adjusted Rang Index was appropriate each case. student satisfaction high all cases. they indicated being more useful than resources for practical content both engineering degrees.

Language: Английский