Unscaffolded GenAI access did not significantly change pre-service teachers' self-regulated learning relative to traditional learning¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i0negligible
Currency · newest study 2026 · checked against its sources 2026-10-20 (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 i0 After controlling for pretest scores, adjusted posttest self-regulated learning scores did not differ significantly between the two groups, with a negligible effect size. → Zhang Jun 2026
Evidence¶
Zhang Jun 2026¶
Zhang Jun, Peng Yuting, Deng Xinyue, Zeng Qin, Wang Kai. (2026). The Impact of Unscaffolded GenAI Use on Pre-Service Teachers’ AI Readiness, Self-Regulated Learning, Critical Thinking, and Instructional Design Performance: A Quasi-Experimental Study. Behavioral Sciences. https://doi.org/10.3390/bs16071114
q3 · i0 · causal · r1
One-way ANCOVA on SRL (seven-item scale) with pretest as covariate in the quasi-experiment of 52 pre-service chemistry teachers; adjusted means were 4.15 in both groups. The article reports "F = 0.001, p = 0.977, η2 = 0.000, with a negligible effect size".
"The ANCOVA analysis showed no significant difference between the experimental and control groups, F = 0.001, p = 0.977, η2 = 0.000, with a negligible effect size."
Discussion¶
Related Claims¶
- Evidence suggests over-reliance on generative AI may negatively affect students' self-regulated learning behaviors, potentially harming retention and transfer to novel contexts — the general claim this finding bears on, with the studies behind it
- In an unscaffolded GenAI-permitted instructional design course, the control group outperformed the experimental group on posttest instructional design performance — related
- Unscaffolded GenAI access produced no significant advantage in pre-service teachers' AI readiness compared with traditional learning — related
- Unscaffolded GenAI access was not associated with a significant difference in pre-service teachers' critical thinking relative to traditional learning — related
- Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking — related
- How genAI is used, not who uses it, predicts whether independent performance declines or improves — related
- AI-mediated language instruction fosters self-regulated learning among EFL learners more than traditional instruction — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
unscaffolded-genai-no-srl-change |
title |
Unscaffolded GenAI access did not significantly change pre-service teachers' self-regulated learning relative to traditional learning |
description |
Unscaffolded GenAI access did not significantly change pre-service teachers' self-regulated learning relative to traditional learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zhang-jun-2026 |
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