Place GenAI entry after the learner's initial task attempt rather than before it¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's regulatory recommendation from the discussion: GenAI's effect on perceived agency depends on where in the self-regulated learning cycle it enters by default. 'If GenAI provides the student with information before attempting the task - thereby eliminating forethought - GenAI will likely increase the learner’s perception of their lack of agency. Conversely, if GenAI provides information after the attempt, thus allowing for performance and reflection, then it is likely to reduce that perception.' Institutions should therefore evaluate tools by default entry point, not only accuracy and safety.

Design Implications¶

Context¶

Requirements¶

• Institutions evaluate at what point during task completion GenAI enters by default

Constraints¶

• Stated as a likely effect based on the SRL model, not an empirically tested result in this article

Target Learners¶

• higher education students
• K-12 students

Target Learning Goals¶

• self-regulated learning
• perceived agency

Affordances¶

• Ecological Co Agency Framework

Related Strategies¶

• Provide opportunities for independent practice with repeated cycles of use and structured reflection to strengthen regulatory skills over time
• Four design principles for educational AI that empowers epistemic agency rather than passive offloading
• Differentiate GenAI writing instruction using scale profiles: full scale at course start, short form mid-course
• Graduate AI literacy training should promote purposeful, task-oriented, critically supervised GenAI use rather than targeting overall use levels

Examples¶

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Key Sources¶

• Poudyal, B. (2026). Reclaiming Epistemic Agency: A Critical Framework for Human-Generative AI Co-Agency in Education. https://orcid.org/0000-0002-7210-5480