Effects of question-chain prompting on self-regulated learning, metacognition, and achievement in a generative AI environment
International Journal of Educational Technology in Higher Education · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
generative AIstudent self-regulationmetacognitionhuman-AI interactionlearning strategieslearning monitoringstudent reflectionacademic performancetelevision productionAI-assisted learningInnovative Teaching and Learning MethodsArtificial Intelligence in EducationIntelligent Tutoring Systems and Adaptive Learning
Come citare questo studio
Xiuyu Lin, Shan Li, Yijing Zhu, Hang Ju, Guozhu Ding. (2026). Effects of question-chain prompting on self-regulated learning, metacognition, and achievement in a generative AI environment. International Journal of Educational Technology in Higher Education. DOI: 10.1186/s41239-026-00632-7
Consulta la pubblicazione originale ↗