The Moderating Role of Gender, Artificial Intelligence Knowledge, and Discipline Knowledge in Students' Self-Regulated Learning

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Gender and Other Factors Impacting Student Interest and Achievement in Computing and Engineering Education (Table 6)

Abstract

Self-regulatory learning (SRL) is a self-directed process driven by psychological needs, which can be explained by self-determination theory (SDT). Artificial intelligence (AI) supports SRL well because of its strong anthropomorphic characteristics. However, most previous studies for AI in education have focused on cognitive outcomes, little research has been done on the students’ psychological needs. This study fills this research gap by examining the relationships between psychological needs and SRL among middle school students. The results indicate that supporting students’ psychological needs can engage their SRL. Moreover, the study found different patterns of significant relationships between groups according to gender, AI knowledge, and discipline knowledge. These findings have implications for both teaching and the development of AI-supported learning environments.

Authors

• Qi XIA, Chinese University of Hong Kong
  Presenting Author

• Thomas K.F. Chiu, The Chinese University of Hong Kong
  Presenting Author