AI Research Summary
Before Human ReviewBased on abstract · Full text not reviewed
This literature review examines the effects of secondary school students' use of AI on learner autonomy and synthesizes the roles of AI literacy and metacognitive self-regulation. AI better supported autonomy when used for exploration, feedback, problem-solving, and self-directed learning, while it posed a risk of dependency when used as a substitute. AI literacy was summarized as supporting the assessment of the limits of generated information and responsible use, while metacognitive self-regulation helped with planning, monitoring, and evaluation. This summary is based only on the abstract, and the full text was not reviewed.
Key Points from the Abstract
- AI supported autonomy when used for exploration, feedback, and problem-solving.
- AI literacy contributed to evaluating generated information and responsible use.
- Metacognitive self-regulation was presented as helping with planning, monitoring, and evaluation.
Relevance to AI Law and Policy
It offers implications for educational and policy design to promote responsible AI use and student autonomy in secondary education.
Limitations to Consider
- Because this is a literature review, causal effects are difficult to confirm from the abstract alone.
- Whether the quality of individual studies was assessed in the abstract is not confirmed.
- The scope of generalization of the recommendations cannot be determined from the abstract alone.
Please compare with the original text before citing or using it in your assessment.
Abstract Preview
The increasing use of artificial intelligence (AI) in secondary education has created new opportunities for…Read more in the abstract and original text Research Topic
Original text and source
Artificial Intelligence Use and Learner Autonomy Among Secondary Students: The Roles of AI Literacy and Metacognitive Self-Regulation
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