Benazet i Montobbio, Rotter & Hern\u00e1ndez-Leo (2026) — Universitat Pompeu Fabra. arXiv preprint (cs.CY/cs.HC).
A quasi-experimental, short-term longitudinal study with 126 first-year engineering students comparing two ways of teaching students how to learn with generative AI: an experiential, hands-on session versus a classical instructional lecture. Metacognitive awareness \u2014 both knowledge of cognition (understanding effective AI-use strategies) and regulation of cognition (applying that knowledge in practice) \u2014 was measured before and after a two-hour session and tracked longitudinally. The design directly addresses a gap flagged across the wiki's metacognition thread: interventions that build awareness of one's own AI-assisted thinking, rather than just policing AI use.\n\nThe study speaks to the cognitive-offloading and over-reliance literature by testing whether metacognitive skills for AI-assisted learning are better acquired by doing (experiencing GenAI's strengths and failure modes firsthand) or by being told. It extends ai-metacognition-stem-review with primary quasi-experimental evidence in an engineering-course context and connects to self-regulated-learning as a proximal training target for durable, transferable AI-use strategies.
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- ai-metacognition-stem-review — related wiki thread
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- self-regulated-learning — related wiki thread