THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND AI-BASED LEARNING ASSISTANTS: IMPLICATIONS FOR METACOGNITIVE DEVELOPMENT IN EDUCATION
Keywords:
Artificial Intelligence (AI), AI-Based Learning Assistants (AILAs), Self-Regulated Learning (SRL), Metacognition, Goal-Setting, Monitoring, Reflection, Personalized Learning, Educational Technology, Learner-Centered PedagogyAbstract
The fast-paced incorporation of artificial intelligence (AI) in the educational sector has redefined learning spaces, offering students adaptive support as well as personalized feedback. Although AI-based learning assistants (AILAs) have great potential for personalizing instruction, their ability to facilitate metacognition—thus self-regulated learning (SRL) strategies—is not well understood. This article explores the relationship between SRL and AILAs, with attention devoted to how learners' metacognitive monitoring, goal-setting, reflection, and awareness are affected by AI tools. By descriptive and analytical review, the research concludes that there are major opportunities and challenges and that AILAs could support metacognitive development if strategically combined with learner-centered pedagogies.
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Copyright (c) 2025 Irsa Tayyab, Junaid Ashraf , Moneeza Aslam (Author)
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