人工智能对学生元认知的影响：一项系统综述

SYSTEMATIC REVIEW article

Front. Psychol.

Sec. Educational Psychology

• 1. School of mathematical sciences, East China Normal University, Shanghai, China

• 2. school of mathematics and statistics, Hunan Normal University, Changsha, China

Abstract

Given the critical role of metacognition in academic achievement and the rapid integration of Artificial Intelligence (AI) in educational settings, understanding the interplay between the two has become essential. In recent years, a growing number of studies have examined their relationship, creating a pressing need for a systematic review to synthesize the accumulating evidence. This review adhered to the PRISMA guidelines, involving the search and screening of papers from three major databases (Web of Science, Scopus, EBSCOhost). A total of 22 empirical studies were included in the final synthesis. Data extraction and thematic analysis were employed to identify key impacts and underlying interaction patterns. This review distinguishes between Learning-Oriented AI (LAI) and General-Purpose AI (GAI) to organize the evidence. The findings suggest that LAI was more often associated with Guided Interaction, in which AI provides guiding feedback without directly supplying answers, whereas GAI was more commonly associated with Direct Feedback Interaction, in which AI provides answers or explicitly corrects errors. Across both categories, positive findings were reported for several metacognitive outcomes, including regulation, awareness, and shared metacognition. However, some GAI studies also reported that students relied excessively on AI, particularly when they accepted direct answers from AI without sufficient reflection. Overall, the findings highlight the importance of interaction design and teacher guidance in shaping how AI supports students' metacognitive development.

Keywords

artificial intelligence, General-purpose AI, Interactive pattern, Learning-oriented AI, metacognition

Received

24 July 2026

Accepted

15 September 2026

Copyright

© 2026 Ji and Tan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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