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Psychological engagement with automated design improvement feedback: a multiple case study of ChatGPT in design education
0
Zitationen
8
Autoren
2026
Jahr
Abstract
The findings extend self-regulated learning theory to human-AI contexts, revealing how metacognitive capabilities shape behavioral, cognitive, and emotional engagement with AI feedback. Results demonstrate the need for scaffolding interventions to support lower-performing students in developing metacognitive strategies for effective AI interaction. This study contributes initial insights into performance-based variations in human-AI collaboration within educational contexts.
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