Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Metacognition01:26

Metacognition

683
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
683
Cognitive Learning01:21

Cognitive Learning

981
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
981
Purposive Learning01:22

Purposive Learning

426
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
426
Non-equilibrium in the Cell01:16

Non-equilibrium in the Cell

5.3K
An important concept in studying metabolism and energy is that of chemical equilibrium. Most chemical reactions are reversible. They can proceed in both directions, releasing energy into their environment in one direction, and absorbing it from the environment in the other direction. The same is true for the chemical reactions involved in cell metabolism, such as the breaking down and building up of proteins into and from individual amino acids, respectively. Reactants within a closed system...
5.3K
The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

The Sense of Self: Reflected Self-Appraisal and Social Comparison

55.3K
According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
55.3K
Self-Awareness and Its Effects01:21

Self-Awareness and Its Effects

263
Self-awareness is a psychological state in which the individual becomes the focal point of their attention. This inward focus transforms the self into an object of contemplation and assessment, influencing how individuals perceive their actions and their alignment with personal and societal standards.Triggers and Contexts for Self-AwarenessSelf-awareness can be activated by external stimuli that make individuals visually or audibly aware of themselves, such as mirrors, cameras, or recordings.
263

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Cognitive Load in Virtual Reality Anatomy Education: Comparing 2D and 3D Learning Experiences.

Medical science educator·2026
Same author

Using Virtual Reality to Assist Students at Academic Risk in Human Anatomy.

Medical science educator·2025
Same author

The Use of Virtual Reality for 3D Diagnostic Imaging Review Enhances Understanding and Education of Patients with Cancer.

International journal of radiation oncology, biology, physics·2025
Same author

The Role of Aboriginal Kidney Health Mentors in the Transplant Journey: A Qualitative Evaluation.

Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals·2025
Same author

Building a research-focused academic practice partnership: A stepwise approach.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing·2024
Same author

Developing a Virtual Reality Simulation System for Preoperative Planning of Robotic-Assisted Thoracic Surgery.

Journal of clinical medicine·2024

Related Experiment Video

Updated: Jan 10, 2026

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity
06:11

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

Published on: September 26, 2025

785

Leveraging generative AI to foster metacognition and self-directed learning.

Brandon Lowry1, Samantha McGrath1, Chad Eitel1

  • 1Department of Biomedical Sciences, Colorado State University, Fort Collins, Colorado, USA.

Journal of Microbiology & Biology Education
|November 26, 2025
PubMed
Summary

Generative artificial intelligence (AI) can foster metacognition and self-directed learning skills in STEM graduate students. Regular, brief interactions with an AI model significantly improved students

Keywords:
STEM educationanatomy educationgenerative artificial intelligencemetacognitionneuroanatomyself-directed learning

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.9K

Related Experiment Videos

Last Updated: Jan 10, 2026

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity
06:11

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

Published on: September 26, 2025

785
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.9K

Area of Science:

  • Education Technology
  • Artificial Intelligence in Education
  • STEM Education

Background:

  • Increasing data volumes necessitate self-directed learning (SDL) for student success, particularly in Science, Technology, Engineering, and Mathematics (STEM).
  • STEM disciplines face high attrition rates, partly due to students' struggles with and discouragement from SDL, exacerbated by a lack of curriculum opportunities to develop these skills.
  • Metacognition is closely linked to SDL readiness, suggesting a potential pathway to enhance student autonomy and persistence in challenging academic fields.

Purpose of the Study:

  • To explore the efficacy of a generative artificial intelligence (AI) model in cultivating metacognition and promoting SDL readiness among graduate students.
  • To leverage the customizable nature of AI to facilitate student-AI conversations aimed at enhancing metacognitive awareness and SDL skills.
  • To investigate the optimal interaction frequency and duration for AI-assisted metacognitive development.

Main Methods:

  • A generative AI model was employed to engage graduate students in conversational interactions designed to foster metacognition.
  • The Metacognition Awareness Inventory (MAI) and Self-Directed Learning Instrument (SDLI) were administered as pre- and post-assessments.
  • Students interacted with the AI model twice weekly for 10-minute sessions over a defined period.

Main Results:

  • Significant improvements were observed in both metacognitive awareness and SDL readiness scores from pre- to post-assessment.
  • The intervention demonstrated that targeted, brief AI interactions can yield measurable gains in key learning competencies.
  • The study established a viable model for AI-driven personal development support for students.

Conclusions:

  • Generative AI offers a novel and effective tool for cultivating metacognition and enhancing SDL readiness in graduate students, particularly within STEM fields.
  • AI can serve as a supportive process facilitator, moving beyond its role as a mere answer-generation tool.
  • This research contributes to understanding how AI can be integrated into educational settings to promote essential student skills and reduce attrition.