Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid

Abstract

This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance phase of self-regulation progress. The tool records learners’ questions and answers, aiding self-reflection in self-regulation progress. We evaluated self-regulation progress using motivation, engagement, and self-efficacy as indicators. Findings show that CILA’s intervention effectively improves self-regulation progress and knowledge construction, offering benefits over divergent information in blended learning contexts with respect to amotivation, intrinsic motivation, and behavioral engagement. This research highlights the potential of incorporating large language models like ChatGPT in educational settings to support teachers and students.

A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT

“…Four recent studies have speculated that ChatGPT as an AI tool has the ability to promote the SRL process (Chiu, et al, 2023;Molenaar et al, 2023;Wu et al, 2023;Xia et al, 2023). ChatGPT as an AI tool may have the potential to promote the SRL process.…”

“…ChatGPT as an AI tool may have the potential to promote the SRL process. Students must remain motivated throughout the forethought phase, actively participate in learning activities during the performance phase, and reflect on and review their learning experience during the self-reflection phase (Pintrich, 2000;Wu et al, 2023;Zimmerman, 2011). As noted in the last section, ChatGPT may be considered a digital support to satisfy student needs for greater motivation, which fosters the SRL process throughout the forethought phase.…”

“…As noted in the last section, ChatGPT may be considered a digital support to satisfy student needs for greater motivation, which fosters the SRL process throughout the forethought phase. During the performance phase, students can use ChatGPT to receive new ideas and insights for their learning activities as needed (i.e., when they encounter learning difficulties) (Baidoo-Anu & Owusu Ansah, 2023;Wu et al, 2023). ChatGPT has the potential to keep students engaged in their learning.…”

“…These two types of support have various effects on student engagement. Empirical studies suggest that digital support from AI is strongly associated with student engagement in overall SRL (Chiu et al, 2023;Wu et al, 2023;Xia et al, 2023). For example, Wuet al (2023) suggested that in blended learning, ChatGPT significantly improved student behavioural, cognitive, and emotional engagement more than search engines; Chiu et al (2023) revealed that the use of AI chatbots may not be able to support relatedness of most students, and satisfy competence of low ability students.…”

Integrating Computational Thinking Into Scaffolding Learning: An Innovative Approach to Enhance Science, Technology, Engineering, and Mathematics Hands-On Learning

“…As a response, educational researchers, especially those in universities and colleges, have shifted their focus towards more active learning strategies, specifically, hands-on learning , which encourages active engagement and the development of HOTS in students. Nevertheless, in higher education settings where autonomy is emphasized, without sufficient guidance, students can easily feel overwhelmed, which can hinder their engagement and obstruct the cultivation of HOTS (Idris et al, 2023;Lee et al, 2023b;Wu et al, 2023a).…”