AI support in self‐regulated learning
A decade of technological evolution and meta‐analysis
Bibliographic Data
This meta‐analysis systematically examines 35 empirical studies (2013–2025) investigating artificial intelligence applications within Zimmerman's cyclical model of self‐regulated learning (SRL). Three principal discoveries emerge: (1) Technological progression has evolved through three co‐existing paradigms: rule‐based architectures, data‐driven adaptive systems and generative AI ecosystems, that demonstrate increasingly sophisticated capabilities for human‐AI collaboration. (2) While AI‐supported SRL interventions yield a moderate overall effect size ( g = 0.507), their impact is uneven; AI is significantly more effective during the task performance phase ( g = 0.574) than in the preparatory forethought phase ( g = 0.401). Notably, generative AI shows markedly superior efficacy across all phases (e.g. g = 0.709 for forethought, g = 0.938 for performance), though high heterogeneity suggests these effects are heavily contingent on specific instructional designs. (3) Moderator analysis identifies optimal contexts in secondary education, natural science disciplines, fully online settings and interventions of medium duration (2–10 weeks), while also revealing that effects are substantially larger when measured by behavioural traces compared to self‐reports. Critically, these findings highlight a persistent performance‐competence divide, suggesting that AI's capacity to scaffold immediate task performance may outpace its current ability to cultivate durable, transferable self‐regulatory competence. The study discusses the implications of this divide and proposes a research agenda focused on designing AI systems that foster genuine learner autonomy. Practitioner notes
Adaptive Learning · Educational technology · Empirical research · Generative grammar · Generative model · Metacognition · Moderation · Psychological intervention · Task (project management) · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Visual and Cognitive Learning Processes
Statistical Power Analysis for the Behavioral Sciences
Methodological Guidance Paper
A Fail-Safe N for Effect Size in Meta-Analysis
Empowering educators to be AI-ready
To Trust or to Think
Supporting Self-Regulated Learning in Online Learning Environments and Moocs
Artificial intelligence in language instruction
Quantifying heterogeneity in a meta‐analysis
The Role of Goal Orientation in Self-Regulated Learning
The Measurement of Observer Agreement for Categorical Data
Assessment and Learning in Knowledge Spaces (Aleks) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills
The Impact of a Learning Analytics Based Feedback System on Students’ Academic Achievement and Self-Regulated Learning in a Flipped Classroom
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
Artificial Intelligence image recognition using self-regulation learning strategies
Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Measuring self-regulated learning and the role of AI
A meta-analysis on the effect of technology on the achievement of less advantaged students
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments
The effectiveness of personalized technology-enhanced learning in higher education
Effectiveness of online collaborative problem‐solving method on students' learning performance
Using metacognitive prompts to enhance self‐regulated learning and learning outcomes
Leveraging complexity frameworks to refine theories of engagement
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments
Enhancing legal writing skills
Empowering student self‐regulated learning and science education through ChatGPT
Incorporating teacher intelligence into digital games
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
The impact of GenAI ‐enabled coding hints on students' programming performance and cognitive load in an SRL ‐based Python course
Promoting students' learning achievement and self‐efficacy
Effect of an AI‐based chatbot on students' learning performance in alternate reality game‐based museum learning
Assessment as learning
Evaluating AI's impact on self-regulated language learning
How Methodological Features Affect Effect Sizes in Education
Becoming a Self-Regulated Learner
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |