Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance

Project Overview

The document explores the impact of generative AI, particularly ChatGPT, on educational outcomes such as learning motivation, self-regulated learning processes, and overall performance among university students. It presents a comparative study examining various modes of learning support, including AI, human experts, checklist tools, and the absence of support. The findings indicate that while AI can significantly enhance task performance, it also risks fostering metacognitive laziness, wherein students become overly reliant on AI assistance, potentially undermining their self-regulatory skills. This highlights the importance of striking a balance in utilizing AI support while encouraging learners to develop and maintain their independent learning strategies. The document emphasizes the need for further research into optimizing AI use in educational contexts to ensure it complements rather than replaces essential self-regulation in the learning process.

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Authors: Yizhou Fan, Luzhen Tang, Huixiao Le, Kejie Shen, Shufang Tan, Yueying Zhao, Yuan Shen, Xinyu Li, Dragan Gašević

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