Developing metacognitive knowledge for effective AI-supported study behaviors in undergraduate biology:...

Area of Science:

• Educational Psychology
• Higher Education Studies
• Biology Education

Background:

• Effective study behaviors are crucial for academic success and persistence.
• College students are increasingly using generative artificial intelligence (AI) tools for course preparation.
• There's a gap in recommendations for developing metacognitive knowledge of AI-supported study behaviors, particularly in introductory biology.

Purpose of the Study:

• To explore how students utilize generative AI for learning in introductory biology.
• To identify how incomplete metacognitive knowledge of AI use can lead to ineffective study strategies.
• To provide recommendations for instructors to foster effective AI-supported study behaviors in undergraduate biology courses.

Main Methods:

• Literature review on study strategies, metacognition, and AI in higher education.
• Analysis of current student AI usage patterns in academic settings.
• Synthesis of findings to develop pedagogical recommendations.

Main Results:

• Students possess some metacognitive awareness of AI as a study tool.
• Incomplete understanding of AI capabilities can result in reliance on ineffective learning strategies.
• A need exists for structured guidance on leveraging AI for enhanced academic performance.

Conclusions:

• Developing metacognitive knowledge of AI is vital for students' academic success.
• Instructors can play a key role in guiding students toward effective AI-supported study behaviors.
• Promoting effective AI use is essential as it becomes a standard in higher education.