{
  "id": 12646,
  "url": "https://arxiv.org/abs/2607.20047",
  "title": "Experiential Versus Instructional Approaches for Eliciting Metacognitive Awareness in AI-Assisted Learning: A Short-Term Longitudinal Study",
  "summary": "arXiv:2607.20047v1 Announce Type: cross Abstract: With generative AI (GenAI) entering classrooms the question to which teaching approach best supports metacognitive skill acquisition in AI-assisted learning becomes pressing. In this short-term longitudinal study we investigate two contrasting approaches: experiential learning encompassing hands-on approaches and instructional learning such as classical lectures. We conducted a quasi-experiment with 126 university students from a first-year engin",
  "authors": "Pau Benazet i Montobbio, Janne Rotter, Davinia Hern\\'andez-Leo",
  "category": "research",
  "topics": "children-education,finance-investment",
  "orgs": null,
  "regions": null,
  "published_at": "2026-07-23T04:00:00.000Z",
  "fetched_at": "2026-07-23T05:10:49.458Z",
  "source_slug": "arxiv-cscy",
  "source_name": "arXiv cs.CY",
  "source_homepage": "https://arxiv.org/list/cs.CY/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/12646",
  "original_url": "https://arxiv.org/abs/2607.20047",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}