元认知训练与AI苏格拉底式脚手架对职前教师反思实践的影响：一项双研究实验设计

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

Abstract

This study examined whether metacognitive strategy training strengthens the contribution of an AI-based Socratic reflection system to pre-service teachers’ reflective practice. Study 1 used a 2 (Metacognitive training: present vs. absent) × 2 (Tool condition: AI-based Socratic scaffolding vs. traditional digital tools) randomized between-subjects design (N = 60; n = 15 per cell). Written reflection quality at post-test was analyzed by ANCOVA with pre-test performance as the covariate. The metacognitive-training main effect was significant, F(1, 55) = 33.89, p < .001, η²p = .381, as was the tool-condition main effect, F(1, 55) = 9.63, p = .003, η²p = .149. More importantly, the metacognition × tool interaction was significant, F(1, 55) = 10.91, p = .002, η²p = .165. Under metacognitive training, AI-based Socratic scaffolding produced a significant model-estimated advantage over traditional digital tools (ΔM = 0.56, p < .001), whereas the tool difference was not significant without metacognitive training (ΔM = -0.03, p = .821). Study 2 examined dialogue logs from the two AI conditions. Participants who received metacognitive training generated a substantially larger proportion of higher-order prompts than participants who received placebo training (44.1% vs. 12.2%), t(28) = 7.14, p < .001, d = 2.61. These process data are consistent with the proposed account that metacognitive preparation changes how learners engage with AI, although they do not constitute a formal mediation test. The findings suggest that, within this configured Socratic AI environment, metacognitive preparation is an important condition for realizing higher-quality reflective practice.

Keywords

AI empowerment, Human-computer interaction (HCI), interaction effect, metacognitive training, Momentary effect, reflective practice

Received

07 August 2026

Accepted

21 September 2026

Copyright

© 2026 Zhang, Sun, Hu, Liu, Gao and Li. 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.

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