Immediate experiential advantages in knowledge of cognition and engagement converged with the instructional group by five weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Direct between-group comparisons on five-week change scores yielded no contrasts that survived multiple-comparison correction; the MKC contrast approached significance favouring the experiential group (d = -0.37, p = .055). → 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 · i? · causal · r2

Between-group analysis of five-week change scores in the follow-up sample (N = 107). No contrast survived multiple-comparison correction; the MKC comparison approached significance with a medium effect favouring the experiential group but was not significant at conventional thresholds.

"Direct between-group comparisons on change scores yielded no contrasts that survived multiple-comparison correction. The only construct comparison that approached significance was MKC, where the experiential group’s gain (+0.25) was magnitudes higher than the instructional’s loss (-0.003), yieldingt(106) = -1.94, p= .055,d= -0.37 (medium effect, favouring the experiential group)."

Discussion¶

Related Claims¶

• 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
• Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition — related
• The experiential group showed a delayed, continued within-group increase in regulation of cognition that the instructional group did not show — related
• Both groups showed large sustained five-week gains in AI engagement — related
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related
• Guidance, immediate feedback, and system-directed control showed unadjusted moderator signals that did not survive multiplicity adjustment, making them hypothesis-generating only — related