Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i2 Between groups, the immediate pre-post change in AI Engagement favoured the experiential group (r = .37), whose gain was more than twice the instructional group's. → Pau Benazet i Montobbio 2026 q3 i2 Between groups, the immediate pre-post change in Metacognitive Knowledge of Cognition favoured the experiential group (r = .34), with a substantive gain against a near-flat instructional trajectory. → Pau Benazet i Montobbio 2026

Evidence¶

Pau Benazet i Montobbio 2026¶

Pau Benazet i Montobbio, Janne Rotter, Davinia Hernández-Leo. (2026). Experiential Versus Instructional Approaches for Eliciting Metacognitive Awareness in AI-Assisted Learning: A Short-Term Longitudinal Study. https://arxiv.org/abs/2607.20047 doi:10.48550/arxiv.2607.20047

q3 · i2 · causal · r2

Between-group comparison of pre-post immediate change scores in a quasi-experiment with 126 first-year engineering students assigned by class schedule. The experiential group's AIE gain (+0.41) was more than twice the instructional group's (+0.18), and MKC favoured experiential (r = .34).

"The intervention favoured AIE (U= 1242,p<.001,r= .37), with the experiential group (G2) exhibiting a change more than twice that of the instructional group (∆M= +0.41 vs. +0.18). MKC was also significantly increased by the intervention (U= 1315.5,p= .001,r= .34), with a substantive gain (+0.38) against a near-flat instructional group trajectory (+0.05)."

Discussion¶

Learner Variables¶

Metacognition — outcome: instruction changes it

Active Learning Improves Exam Performance — the general claim this finding bears on, with the studies behind it
Reviewed studies report experiential learning benefits for engagement, skills, confidence and outcomes in human services education — the general claim this finding bears on, with the studies behind it
Immediate experiential advantages in knowledge of cognition and engagement converged with the instructional group by five weeks — related
Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related
Both groups showed large sustained five-week gains in AI engagement — related
The experiential group showed a delayed, continued within-group increase in regulation of cognition that the instructional group did not show — related

Page metadata

Field	Value
`type`	`claim`
`id`	`experiential-beats-instructional-immediate-aie-mkc`
`title`	`Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition`
`description`	`Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2026`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-11`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `pau-benazet-i-montobbio-2026`

Frontmatter is the page's machine-readable record — see the Schema & Guide.