Factor 2 student teachers enacted balanced, intentional and ethical engagement with Cipherbot through self-directed strategies¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Five participants loading on Factor 2 combined ethical awareness with goal setting, reflection, monitoring and complementary resources when using GenAI. → Chaaban 2025

Evidence¶

Chaaban 2025¶

Chaaban, Y., Jung, S.-G., Medina, J., Azem, J. Y., Salminen, J., & Jansen, B. J. (2025). Examining Student Teachers' Agency in an AI-Supported Learning Environment: Q Methodology Research. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00529-y

q2 · i? · qualitative · r?

Q factor analysis of 22 Q sorts; the F-2 idealized sort shows self-directed strategies. Participants "reflected on how the GenAI system impacted their learning outcomes" and monitored use to avoid complete reliance.

"They reflected on how the GenAI system impacted their learning outcomes and adjusted their approach accordingly (22; +4). They also reflected on how it influenced their writing process (23; +3) and monitored their use of Cipherbot to avoid completely relying on it for quick answers (16; +3)."

Discussion¶

Related Claims¶

• Adult learners expect AI to enhance autonomy through choices, flexible learning spaces, metacognitive awareness, and structured self-assessment — related
• Self-regulated learning improves achievement — related
• Factor 1 student teachers were confident self-reliant GenAI users who showed limited ethical awareness and reflective practices — related
• Students exercise ethical agency in GenAI use through human-AI collaboration strategies, personal ethical frameworks, strategic calibration of use, and resistance to over-reliance — a broader claim this one bears on
• Adolescent digital self-regulation is enacted through a typology of four strategy types differing in executive effort versus external scaffolding — related
• Students' stated pre-interaction intentions only weakly correspond to their enacted help-seeking with an LLM — related