AI-powered learning technologies are increasingly being used to automate and scaffold learning activities (e.g., personalised reminders for completing tasks, automated real-time feedback for improving writing, or recommendations for when and what to study). While the prevailing view is that these technologies generally have a positive effect on student learning, their impact on students’ agency and ability to self-regulate their learning is under-explored. Do students learn from the regular, detailed and personalised feedback provided by AI systems, and will they continue to exhibit similar behaviour in the absence of assistance? Or do they instead continue to rely on AI assistance without learning from it?
