Abstract
Artificial intelligence (AI) has the potential to support self-regulated learning (SRL) because of its strong anthropomorphic characteristics. However, most studies of AI in education have focused on cognitive outcomes in higher education, and little research has examined how psychological needs affect SRL with AI in the K–12 setting. SRL is a self-directed process driven by psychological factors that can be explained by the three basic needs of self-determination theory (SDT), i.e., autonomy, competence, and relatedness. This study fills a research gap by examining the moderating effects of need satisfaction and gender in predicting SRL among Grade 9 students. The results indicate that girls perceive more need support than boys. In predicting SRL, satisfaction of the need for autonomy and competence is moderated by both gender and AI knowledge, whereas satisfaction of the need for relatedness is moderated by gender only. Particularly among girls, the effects of autonomy and competence more strongly predict SRL when AI knowledge is low. These findings confirm the gender differences in need satisfaction when predicting SRL with a chatbot. The findings have implications for both teacher instruction and the design and development of intelligent learning environments.
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Data availability
The datasets used for the current study are available from the corresponding author on reasonable request.
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Thomas K.F. Chiu and Qi Xia. The first draft of the manuscript was written by Qi Xia and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.
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Appendix
Appendix
Perceived autonomy.
I feel like I can make a lot of input in deciding how I use the chatbot in learning.
I feel a sense of freedom when using the chatbot.
I have many opportunities with the chatbot to decide for myself how to learn.
I have a say regarding what input I want to learn with chatbot.
Perceived competence.
I think I am pretty good at learning with the chatbot.
I have been able to learn interesting new knowledge with the chatbot.
I feel a sense of accomplishment from learning with the chatbot.
I am pretty skillful at learning with the chatbot.
Perceived relatedness.
When I learn with the chatbot, I feel supported.
When I learn with the chatbot, I feel comfortable.
When I learn with the chatbot, I feel important.
When I learn with the chatbot, I feel valued.
Self-regulated learning.
When learning English with the chatbot, I will normally set learning goals for myself so that I can decide how and what I want to learn.
When learning English with the chatbot, I will normally try to identify the knowledge that I do not understand well.
When learning English with the chatbot, I will normally ask myself questions to help me focus on what to study.
When I am not sure about any English language, I will go back and try to figure it out on my own using the chatbot.
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Xia, Q., Chiu, T.K.F. & Chai, C.S. The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI). Educ Inf Technol 28, 8691–8713 (2023). https://doi.org/10.1007/s10639-022-11547-x
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DOI: https://doi.org/10.1007/s10639-022-11547-x