| Title: |
Self-Regulated Learning with AI: A Comparative Analysis of General-Purpose and Task-Specific Platforms |
| Language: |
English |
| Authors: |
Xiu-Yi Wu (ORCID 0009-0005-5012-9966); Davy Tsz Kit Ng (ORCID 0000-0002-2380-7814); Thomas K. F. Chiu (ORCID 0000-0003-2887-5477) |
| Source: |
International Journal of Technology in Education. 2026 9(1):279-302. |
| Availability: |
International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Self Management; Technology Uses in Education; Skill Development; Personal Autonomy; Competence; Student Satisfaction; Self Determination; Foreign Countries; English (Second Language); Second Language Instruction; College Freshmen; Universities; Student Attitudes; Second Language Learning |
| Geographic Terms: |
China |
| ISSN: |
2689-2758 |
| Abstract: |
Artificial intelligence (AI) offers opportunities for enhancing student self-regulated learning (SRL). This study investigates how two types of AI platforms--general-purpose AI (e.g., ChatGPT) and task-specific AI (e.g., EduGPT)--support SRL and satisfy students' psychological needs. Grounded in Zimmerman's SRL model and Self-Determination Theory (SDT), we examine the cognitive and motivational affordances provided by each AI type across multiple SRL phases. An experimental design involving 258 undergraduate students was implemented over an eight-week period. Participants were divided into three groups: general-purpose AI, task-specific AI, and control group. MANOVA results revealed that general-purpose AI tools primarily supported higher levels of autonomy and encouraged SRL skills such as goal setting, metacognitive reflection, and independent problem-solving. In contrast, task-specific AI tools were more effective in fostering competence and relatedness by providing structured guidance, timely feedback, and opportunities for social interaction, thereby enhancing effort regulation and social support. Thematic analysis further demonstrated distinct patterns in SRL strategies, with general-purpose AI promoting flexible self-directed learning, while task-specific AI provided scaffolding that encouraged incremental skill-building and collaboration. These findings underscore the complementary roles of the two AI tools in educational contexts, suggesting that a hybrid approach may optimize SRL. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1494178 |
| Database: |
ERIC |