Document Type
Article
Publication Date
2025
DOI
10.1007/s10639-024-13187-9
Publication Title
Education and Information Technologies
Volume
Article in Press
Pages
39 pp.
Abstract
Supporting learners in achieving high-level socially shared regulation of learning (SSRL) in the online collaborative learning (OCL) context presents challenges that the utilization of artificial intelligence (AI) technologies may help solve. However, the effective uses of AI to support multifaceted areas (cognition, metacognition, and motivation) and phases (forethought, performance, and reflection) of SSRL remain elusive. Furthermore, research on developing an educational AI and what pedagogical attributes and elements are required for AI to support students' SSRL effectively is limited. This study, therefore, aims to investigate students' perceptions of AI applications in enhancing SSRL and to explore the essential pedagogical elements necessary for AI to support SSRL during the OCL. To achieve these aims, the study conducted Focus Group Interviews facilitated by 9 scenarios of AI application storyboards and paper prototypes with 30 undergraduate and graduate students. The study findings show that students perceive various types of AI to support cognitive, metacognitive, and motivational areas across different SSRL phases. The study also found that students viewed AI as an active learning agent, serving in roles previously inhabited solely by human educators and students. Furthermore, the study reveals seven key pedagogical elements across TPACK components such as pedagogical, content, technological, pedagogical content, technological pedagogical, technological content, and technological pedagogical content knowledge deemed crucial by students for AI to support SSRL in OCL effectively. These findings offer implications for using and designing educationally relevant AI to support SSRL in OCL environments.
Rights
© 2025 The Authors.
This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Data Availability
Article states: "N/A."
Original Publication Citation
Kim, J., Detrick, R., Yu, S., Song, Y., Bol, L., & Li, N. (2025). Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-024-13187-9
ORCID
0000-0002-3365-7354 (Kim), 0009-0000-5610-2864 (Detrick), 0000-0003-1087-3713 (Yu)
Repository Citation
Kim, Jinhee; Detrick, Rita; Yu, Seongryeong; Song, Yukyeong; Bol, Linda; and Li, Na, "Socially Shared Regulation of Learning and Artificial Intelligence: Opportunities to Support Socially Shared Regulation" (2025). STEMPS Faculty Publications. 368.
https://digitalcommons.odu.edu/stemps_fac_pubs/368
Included in
Artificial Intelligence and Robotics Commons, Educational Psychology Commons, Educational Technology Commons
