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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group showed significant pretest–posttest increases in instructional design performance and AI readiness, but not in SRL or critical thinking. → Zhang Jun 2026 q3 i? The control group showed significant pretest–posttest increases in instructional design performance and AI readiness, but not in SRL or critical thinking. → Zhang Jun 2026 (2)

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 · i? · causal · r2

Paired-samples t-tests within the experimental group (n = 26) in the quasi-experiment. The article reports the instructional design increase as "t = −11.443, p < 0.001" and also a significant AI readiness increase (t = −3.274, p = 0.003), while SRL (p = 0.468) and critical thinking (p = 0.528) changes were not significant.

"Instructional design performance increased from 61.769 (SD = 9.139) in the pretest to 81.500 (SD = 6.114) in the posttest, t = −11.443, p < 0.001."

Zhang Jun 2026 (2)¶

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 · i? · causal · r2

Paired-samples t-tests within the control group (n = 26) in the same quasi-experiment. The article reports the instructional design increase as "t = −15.415, p < 0.001" and a significant AI readiness increase (t = −2.769, p = 0.010), while SRL (p = 0.338) and critical thinking (p = 0.747) changes were not significant.

"instructional design performance increased from 64.000 (SD = 8.319) in the pretest to 86.904 (SD = 6.674) in the posttest, and this increase was statistically significant, t = −15.415, p < 0.001."

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
• Unscaffolded GenAI access did not significantly change pre-service teachers' self-regulated learning relative to traditional learning — related
• Generative AI-assisted feedback is associated with a statistically significant pretest–posttest improvement in violin students' intonation performance over a four-week period — related