Both groups showed large sustained five-week gains in AI engagement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The instructional group's AIE gain persisted to five weeks (r = .72), and the experiential group showed a comparable large sustained gain (r = .73). → 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 · i3 · causal · r2

Within-group Wilcoxon analysis of the instructional follow-up sample (n1 = 57) from T0 to T5. AIE was the only instructional construct surviving corrections; the experiential group showed a comparable sustained gain (∆M = +0.30, r = .73, both corrections p < .001).

"AI Engagement (AIE) showed a substantial sustained gain (M pre = 3.66,M postW5 = 4.01; ∆M= +0.35; Wilcoxonp<.001,r= .72; Bonferronip<.001, BHp<.001)."

Discussion¶

Related Claims¶

• Experiential instruction produces larger immediate pre-post gains than instructional lecture in AI engagement and metacognitive knowledge of cognition — related
• Immediate experiential advantages in knowledge of cognition and engagement converged with the instructional group by five weeks — related
• The experiential group showed a delayed, continued within-group increase in regulation of cognition that the instructional group did not show — related
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related