Experiential Versus Instructional Approaches for Eliciting Metacognitive Awareness in AI-Assisted Learning: A Short-Term Longitudinal Study

2026-07-22

AI Summary

This study investigates the differential effects of experiential learning and lecture-based instruction—augmented by generative artificial intelligence—on the development of students’ metacognitive awareness, encompassing both metacognitive knowledge and metacognitive regulation. Employing a quasi-experimental design with pre- and post-tests followed by a five-week longitudinal follow-up, the findings indicate that while experiential learning immediately enhanced student engagement and metacognitive knowledge following the intervention, its primary contribution lies in fostering a delayed yet sustained improvement in metacognitive regulation. Notably, only the experiential learning group demonstrated significant gains in regulation at the five-week follow-up, suggesting that the two dimensions of metacognition may follow distinct developmental trajectories over time.

Abstract

With generative AI (GenAI) entering classrooms the question to which teaching approach best supports metacognitive skill acquisition in AI-assisted learning becomes pressing. In this short-term longitudinal study we investigate two contrasting approaches: experiential learning encompassing hands-on approaches and instructional learning such as classical lectures. We conducted a quasi-experiment with 126 university students from a first-year engineering course which were distributed across the two conditions and completed a two hour session on learning with GenAI in the corresponding learning style. Metacognitive awareness which encompasses both knowledge of cognition (understanding effective AI-use strategies) and regulation of cognition (applying that knowledge in practice) was measured before and after the session. Additionally, students longitudinal metacognitive awareness was tracked over the trimester and assessed again five weeks after the initial intervention. Results reveal that experiential methods outperform instructional approaches in engagement and knowledge of cognition immediately after the intervention. By five weeks, the two groups converged on these measures, while the experiential group showed a delayed, continuous within-group increase in regulation of cognition that was not observed in the instructional group. This suggests that the benefits of experiential approaches extend beyond conventional educational settings to AI-assisted learning, and that knowledge and regulation may develop on different timescales under experiential learning.

Problem

• metacognitive awareness
• AI-assisted learning
• experiential learning
• instructional learning
• generative AI

Innovation

• experiential learning
• metacognitive awareness
• generative AI
• longitudinal study
• AI-assisted learning