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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
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
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.
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