Provide opportunities for independent practice with repeated cycles of use and structured reflection to strengthen regulatory skills over time¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because regulation of cognition developed more slowly than knowledge under experiential learning, the article recommends that practitioners "should rather offer spaces for independent use in which students can refine their regulatory behaviour through repeated cycles of use and structured reflection." Teachers are told not to be discouraged when experiential exercises do not produce immediate regulated practice, since these activities often need time to take effect. The strategy extends a single intervention into ongoing opportunities for self-regulatory practice.

Design Implications¶

Context¶

Requirements¶

• Opportunities for independent practice must allow students to gradually strengthen self-regulatory skills through repeated engagement and guided reflection.

Constraints¶

• Simply encouraging more GenAI use is unlikely to close the gap between understanding of strategies and their translation into practice.

Target Learners¶

• first-year university engineering students

Target Learning Goals¶

• metacognitive regulation of cognition in human-AI collaboration

Related Strategies¶

• Scaffolding Self-Regulation
• Promoting Self-Directed Learning Strategies
• Teach Metacognitive Strategies
• Teach Self Regulation Strategies
• Place GenAI entry after the learner's initial task attempt rather than before it
• Use structured reflection tables, learning journals, prompt variation, adversarial queries, and peer debate to cultivate AI intuition
• Support metacognitive awareness by providing time and place for reflection, regulation-practice tasks, and profile-sensitive support

Examples¶

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Key Sources¶

• 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