Exploring Students’ Self-Regulated Learning with AI: Preliminary Results from Video Analysis and Process Mining (Stage 2, 12:17 PM)

• In Event: e-Lightning Ed-Talk Session 22 - Stage 2

Abstract

This study explores students’ self-regulated learning (SRL) behaviors when using ChatGPT for lesson design. Data was collected through screen recordings, coded based on SRL theory, revealing eight SRL events. Findings show that students demonstrated SRL processes, including monitoring and evaluating ChatGPT-generated content. However, they often requested ChatGPT to create initial plans and directly relied on its outputs, even after evaluation. This may suggest potential negative effects, such as metacognitive laziness and overreliance. Despite these concerns, students displayed SRL awareness while using ChatGPT. The study also highlights the need to address these challenges and develop strategies to mitigate negative impacts, ensuring effective and balanced use of generative AI in learning.

Authors

• Yanxiong Xiang, The Education University of Hong Kong 香港教育大学

• Lingyun Huang, The Education University of Hong Kong