A recent study from the University of South Australia highlights the connection between students’ learning habits and their engagement with generative AI tools like ChatGPT. Surveying 435 students in Australia and Canada, researchers found that self-regulated learning skills significantly impact how students perceive and utilize AI for academic purposes. Students with high confidence and motivation tend to leverage AI as an effective learning aid rather than a mere shortcut for tasks. The findings suggest that those using AI for educational purposes derive more benefits compared to those using it for non-academic reasons. Lead researcher Associate Professor Negin Mirriahi emphasizes the importance of structured self-regulation in fostering critical engagement with AI. The study advocates for universities to model effective AI use in classrooms, ensuring students develop skills to critically evaluate and enhance their learning experiences. Fostering self-efficacy and effort regulation will help students navigate AI effectively, avoiding reliance solely on convenience.
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