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Investigating the Relationship between Learners’ Metacognitive Strategies and the Use of Conversational AI
Pauli, K.E. (2025) Investigating the Relationship between Learners’ Metacognitive Strategies and the Use of Conversational AI.
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| Abstract: | Recent trends indicate a decline in student learning outcomes; however, the use of metacognitive strategies can enhance them. In turn, collaborative learning can increase metacognitive strategy frequency. This study investigated what metacognitive strategies students display when collaborating with and without Clair, a conversational agent, and whether learners were more aware of metacognitive strategies after working with Clair. This study aimed to gain insights into designing AI to better support students’ metacognitive strategies and ultimately enhance learning outcomes. The research questions thus were to explore learners’ metacognitive strategies without AI support, and their metacognitive strategies in interactions with AI. Thirty participants (N = 30), recruited through a convenience sample, completed the study in the online Go-Lab environment. Participants were asked to fill in a pre- and post-intervention questionnaire measuring metacognitive awareness and engaged in two peer discussions, first without and then with Clair. Qualitative analysis assessed Metacognitive Strategy use across both discussions, while quantitative analysis measured differences in Metacognitive Awareness. The key findings were that Monitoring was the most frequently used strategy in both conditions, a slight decrease in overall strategy frequency was observed with Clair and a significant increase in Planning awareness post-intervention was found via the Metacognitive Awareness Inventory. This research did not find sufficient evidence to support Clair’s impact as a teaching support tool, as Clair did not seem to positively impact metacognitive strategy frequency in learners. Future research should explore modifying Clair to include more strategic prompts, explore longer sessions and additional data collection methods (e.g.: think-aloud or retrospective protocols) to better capture strategy usage. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/106813 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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