نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزشی روانشناسی مثبت گرا دانشگاه آزد اسلامی واحد گرگان
2 دانشجوی دکترای برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد آزادشهر، آزادشهر، ایران.
3 دانشجوی دکترای تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: The growing use of generative artificial intelligence in education has drawn attention to its effects on actual learning and metacognitive processes. This study aimed to examine the effect of using ChatGPT for answering practice questions on learning and metacognitive monitoring among student teachers. Methods: This applied study used a quasi-experimental pretest–posttest design with a control group. The population consisted of student teachers at Shahid Beheshti Campus of Farhangian University in the 2024–2025 academic year. Sixty participants were selected through convenience sampling and assigned to experimental and control groups. The experimental group used ChatGPT to answer practice questions, while the control group responded independently. Instruments included a learning achievement test, a Judgment of Learning scale, and a metacognitive monitoring error index. Data were analyzed using analysis of covariance. Findings: After controlling for pretest scores, no significant difference was found in actual learning between the two groups. However, the ChatGPT group reported significantly higher Judgment of Learning scores, and metacognitive monitoring error was also greater in this group. Conclusion: ChatGPT appears to influence learners’ perceptions of learning and metacognitive monitoring more than actual learning outcomes. Guided use of AI tools is therefore recommended to reduce superficial learning and false confidence.
کلیدواژه‌ها [English]
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