GenAI as a learning partner

Abstract

Generative AI (GenAI) offers significant potential to scaffold self-regulated learning (SRL) by acting as an adaptive agent or “co-regulator”. However, effectively balancing technological assistance with student effort requires AI systems that recognise SRL not as a static trait, but as a temporal and personalised process. This study investigates these dynamics over a full semester, utilising surveys at the beginning, during and end of semester to track the SRL, motivation, and emotion of 75 first-year university students. We first examine pre- and post-semester shifts, finding individual consistency alongside systemic declines in metacognitive knowledge and wellbeing. We then analyse week-t..