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Empowering student self‐regulated learning and science education through ChatGPT : A pioneering pilot study
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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inferredcites →https://doi.org/10.1111/j.1467-8535.2012.01382.xopenalex-snapshot
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Explainable AI for Data-Driven Feedback and Intelligent Action Recommendations to Support Students Self-Regulation
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Handbook of Self-Regulation of Learning and Performance
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An empirical study on leveraging generative artificial intelligence in promoting inquiry-based learning
inferred← citeshttps://doi.org/10.1007/s40692-026-00406-0openalex-snapshot
The role of AI for self-regulated learning: a systematic literature review
inferred← citeshttps://doi.org/10.1007/s42330-026-00461-wopenalex-snapshot
From Engagement to Dependency: Investigating Short Video Addiction and Its Impact on Student Learning Habits
inferred← citeshttps://doi.org/10.1007/s42438-026-00671-3openalex-snapshot
Collaborative Making of a Boundary Object for Classifying Generative AI Learning Activities
inferred← citeshttps://doi.org/10.1007/s42438-026-00697-7openalex-snapshot
Literacy Demands Placed on Students in Student–GenAI Entanglements in Higher Education
inferred← citeshttps://doi.org/10.1007/s44163-025-00435-1openalex-snapshot
Developing pre-service language teachers’ GenAI literacy: an interventional study in an English language teacher education course
inferred← citeshttps://doi.org/10.1007/s44163-026-01293-1openalex-snapshot
Self-efficacy and instructor support as determinants of ChatGPT effectiveness in student learning
inferred← citeshttps://doi.org/10.1007/s44217-025-00825-8openalex-snapshot
A conceptual impact model of digital support for student self-regulation and emotion regulation grounded in Self-Determination Theory
inferred← citeshttps://doi.org/10.1007/s44217-025-00977-7openalex-snapshot
Effects of self-regulated vocabulary learning with chatbots on incidental and collocational vocabulary learning and foreign language learning boredom
inferred← citeshttps://doi.org/10.1007/s44217-026-02210-5openalex-snapshot
Artificial intelligence use and its influence on academic learning behaviour among undergraduate students in Nigeria
inferred← citeshttps://doi.org/10.1016/b978-0-443-43823-3.00003-0openalex-snapshot
Chatbots and virtual health assistants in patient counseling
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.105227openalex-snapshot
Developing self-regulated artificial intelligence learning (SRAIL) Student Attitudes Scale
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.105729openalex-snapshot
Developing a primary school teacher attitude scale for the use of ChatGPT in mathematics education
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106218openalex-snapshot
The power of beliefs: How Generative Artificial Intelligence (GenAI) influences academic performance
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106408openalex-snapshot
Empowered by AI: exploring the link between literacy, self-efficacy, and career expectations
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106531openalex-snapshot
Generative AI in EFL contexts: Q-methodological analysis of cognitive dissonance patterns and self-regulation strategies among Chinese tertiary learners
inferred← citeshttps://doi.org/10.1016/j.asw.2024.100899openalex-snapshot
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers
inferred← citeshttps://doi.org/10.1016/j.caeai.2024.100315openalex-snapshot
Personality traits for self-regulated learning with generative artificial intelligence: The case of ChatGPT
inferred← citeshttps://doi.org/10.1016/j.caeai.2024.100326openalex-snapshot
Generative AI in higher education: Seeing ChatGPT through universities' policies, resources, and guidelines
inferred← citeshttps://doi.org/10.1016/j.caeai.2024.100360openalex-snapshot
Exploring students’ experience of ChatGPT in STEM education
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100361openalex-snapshot
How ChatGPT impacts student engagement from a systematic review and meta-analysis study
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100373openalex-snapshot
Opportunities, challenges and school strategies for integrating generative AI in education
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100459openalex-snapshot
How does students' perception of ChatGPT shape online learning engagement and performance?
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100465openalex-snapshot
Beyond tool use: Tracking the evolution of generative AI literacy among university students through a process-oriented investigation
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100487openalex-snapshot
A systematic literature review of generative artificial intelligence (GenAI) literacy in schools
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100575openalex-snapshot
Learning-to-learn in the age of generative AI: A scoping review and conceptual framework
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100579openalex-snapshot
Artificial intelligence agents in computer-supported collaborative learning: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100625openalex-snapshot
Human-AI collaboration in higher education: Exploring the impact of technology expectations and distrust
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100655openalex-snapshot
The agency gap in AI-supported writing: How reactive and proactive agent designs shape multimodal reasoning
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100673openalex-snapshot
Bridging the domain gap for VLMs: A scientific fine-tuning framework for precision and pedagogy in astronomical image understanding
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100683openalex-snapshot
A mixed-methods analysis of AI scaffolding patterns and student inquiry profiles in a middle-school agriculture-STEM classroom
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100684openalex-snapshot
Agentivism: a learning theory for the age of artificial intelligence
inferred← citeshttps://doi.org/10.1016/j.caeo.2025.100304openalex-snapshot
Exploring STEM educators’ perspectives on the integration of AI-enabled technologies in teaching and learning
inferred← citeshttps://doi.org/10.1016/j.caeo.2026.100375openalex-snapshot
Assessing AI-TPACK readiness in mathematics teacher education: The role of self-efficacy and teaching beliefs
inferred← citeshttps://doi.org/10.1016/j.chbr.2026.101016openalex-snapshot
Does frequency of use enhance ChatGPT user satisfaction? The role of perceived functional capabilities and AI interaction preference
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105224openalex-snapshot
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105434openalex-snapshot
The association between groups' interactions with the Visual-GenAI learning analytics feedback and student engagement in CSCL
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105453openalex-snapshot
Exploring characteristics of primary school students’ self-regulated learning (SRL) behaviors in human-GenAI collaborative programming learning environments: Insights from a proposed framework
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105465openalex-snapshot
A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105470openalex-snapshot
An intelligent recommender system based on K-nearest neighbors to foster self-regulated learning and reduce cognitive load in online higher education
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105474openalex-snapshot
Self-regulation plus individual interests? A design-based study on the development of a GenAI-empowered platform for self-directed out-of-class reading
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105486openalex-snapshot
Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105493openalex-snapshot
Fostering scientific inquiry with hybrid intelligence: A semester-long experiment on knowledge acquisition in the science classroom
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105494openalex-snapshot
Investigating the effects of an LLM-based Socratic conversational agent on students’ academic performance and reflective thinking in higher education
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105572openalex-snapshot
A comparative study of expert, AI, and no external feedback on mathematics teacher learning outcomes in reflective practice
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105749openalex-snapshot
Do strategies make a difference? Evaluating the impact on video-based learning and student engagement in K-12 education
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105763openalex-snapshot
Online learner engagement and academic support in the age of generative AI
inferred← citeshttps://doi.org/10.1016/j.edurev.2025.100741openalex-snapshot
Integrating generative Artificial Intelligence into student learning: A systematic review from a TPACK perspective
inferred← citeshttps://doi.org/10.1016/j.iheduc.2024.100991openalex-snapshot
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102843openalex-snapshot
Beyond the black box: The resource-intervention match framework for explaining differential effects of self-regulated learning interventions
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102994openalex-snapshot
When the scaffold is withdrawn: Motivational trajectories and differences in AI-supported inquiry learning
inferred← citeshttps://doi.org/10.1016/j.lmot.2025.102208openalex-snapshot
Unlocking the power of AI-driven adaptive Chinese learning: Exploring its correlation with student competence, self-regulation, cognitive load, and goal setting through the lens of Achievement Goal Theory
inferred← citeshttps://doi.org/10.1016/j.lmot.2026.102358openalex-snapshot
Need satisfaction and need frustration in generative artificial intelligence use among higher education students: A scoping review
inferred← citeshttps://doi.org/10.1016/j.system.2025.103879openalex-snapshot
Understanding self-regulated grammar learning with LLM chatbot support: An epistemic network analysis of grammar learning strategy patterns
inferred← citeshttps://doi.org/10.1057/s41599-025-04787-yopenalex-snapshot
RETRACTED ARTICLE: The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: insights from a meta-analysis
inferred← citeshttps://doi.org/10.1057/s41599-026-07019-zopenalex-snapshot
ChatGPT’s impact on student learning outcomes: a meta-analysis of 35 experimental studies
inferred← citeshttps://doi.org/10.1080/00220671.2026.2640076openalex-snapshot
Critical thinking and self-regulated learning in Indonesia primary schools: Grade, gender, mediation
inferred← citeshttps://doi.org/10.1080/01443410.2026.2641521openalex-snapshot
Making sense of AI feedback: how students’ feedback literacy moderates the link between ChatGPT acceptance and self-regulated learning
inferred← citeshttps://doi.org/10.1080/01443410.2026.2668683openalex-snapshot
Interweaving Generative AI technological and pedagogical design: enhancing students’ motivation, intentions, and AI literacy for feedback seeking
inferred← citeshttps://doi.org/10.1080/02602938.2026.2658636openalex-snapshot
Context-aware GenAI feedback for fostering student feedback literacy and informing revision decisions in social science writing
inferred← citeshttps://doi.org/10.1080/02673843.2025.2610107openalex-snapshot
The role of AI literacy in Chinese L2 reading comprehension: evidence from adolescent learners in Hong Kong
inferred← citeshttps://doi.org/10.1080/02680513.2025.2567348openalex-snapshot
Teachers’ beliefs about the usefulness and importance of self-regulated learning
inferred← citeshttps://doi.org/10.1080/02680513.2026.2722975openalex-snapshot
Implications of generative AI for academic integrity in distance education: a systematic literature review
inferred← citeshttps://doi.org/10.1080/03055698.2026.2716064openalex-snapshot
Mapping two decades of Artificial Intelligence in STEM education: a bibliometric study of the literature and research agenda
inferred← citeshttps://doi.org/10.1080/03057267.2025.2578091openalex-snapshot
Do generative artificial intelligence (GenAI) and science education mix? A systematic review of the literature
inferred← citeshttps://doi.org/10.1080/03075079.2025.2543438openalex-snapshot
How postgraduates navigate GenAI’s dual pathways between research creativity and academic plagiarism: research engagement and self-regulated learning matter
inferred← citeshttps://doi.org/10.1080/09500693.2025.2584203openalex-snapshot
Examining generative artificial intelligence (GenAI) in assessing students’ responses to socio-scientific issues in physics
inferred← citeshttps://doi.org/10.1080/09500693.2026.2630293openalex-snapshot
Enhancing scientific argumentation with visual scaffolding in generative AI-supported environments
inferred← citeshttps://doi.org/10.1080/09588221.2025.2552109openalex-snapshot
A qualitative exploration of pre-service English teachers’ integration of generative artificial intelligence in corpus-based language pedagogy
inferred← citeshttps://doi.org/10.1080/09588221.2026.2727244openalex-snapshot
Corpus-based language pedagogy in the AI era
inferred← citeshttps://doi.org/10.1080/10447318.2026.2618550openalex-snapshot
Using Learning Analytics to Unveil Human–AI Collaborative Patterns Between High and Low Performance Students in Instructional Design Activities
inferred← citeshttps://doi.org/10.1080/10447318.2026.2692021openalex-snapshot
Human-AI Collaborative Learning Ecosystem: Effects of Multi-Agent-Based Programming Learning on Learning Outcomes, Computational Thinking, and Behavioral Patterns in Higher Education
inferred← citeshttps://doi.org/10.1080/10494820.2025.2521339openalex-snapshot
How generative artificial intelligence supported reflective strategies promote middle school students’ conceptual knowledge learning: an empirical study from China
inferred← citeshttps://doi.org/10.1080/10494820.2025.2559919openalex-snapshot
ChatGPT-enhanced self-regulated learning in programming education: impacts on motivation, self-efficacy, and learning outcomes
inferred← citeshttps://doi.org/10.1080/10494820.2025.2563086openalex-snapshot
Designing artificial intelligence chatbots for self-regulated learning from a systematic review based on Habermas's three interests
inferred← citeshttps://doi.org/10.1080/10494820.2025.2609793openalex-snapshot
University students’ sequential self-regulatory learning actions for completing cognitive-demanding and cognitive-less-demanding tasks with GenAI: ordered network analysis
inferred← citeshttps://doi.org/10.1080/10494820.2026.2615044openalex-snapshot
Using covariance-based structural equation modeling to investigate teachers’ TPACK interactive learning factors: A mediating variable of empowering learners with human–computer interaction
inferred← citeshttps://doi.org/10.1080/10494820.2026.2658206openalex-snapshot
Exploring learners’ self-regulated learning behaviors in generative AI-assisted academic writing: a cluster and sequential analysis
inferred← citeshttps://doi.org/10.1080/10494820.2026.2689107openalex-snapshot
Generalized AI reliance and academic procrastination among college students: the chain mediation role of academic self-efficacy and self-regulated learning
inferred← citeshttps://doi.org/10.1080/10494820.2026.2732234openalex-snapshot
A dual path cognitive model of academic well-being: the mediation of creative problem-solving ability and generative AI use self-efficacy
inferred← citeshttps://doi.org/10.1080/10494820.2026.2735911openalex-snapshot
Exploring how generative AI image creation enhances secondary students’ AI competencies and learning efficacy in interactive learning environments
inferred← citeshttps://doi.org/10.1080/10494820.2026.2736764openalex-snapshot
Hands-on competencies in a virtual age: a systematic review of psychomotor, affective, and scientific-inquiry skills in K-12 virtual and hands-on science laboratories
inferred← citeshttps://doi.org/10.1080/10494820.2026.2743759openalex-snapshot
Comparing chatbot and peer interaction among trilingual students: effects on self-regulated learning, critical thinking, task engagement and reading comprehension
inferred← citeshttps://doi.org/10.1080/14703297.2025.2499177openalex-snapshot
Designing embodied generative artificial intelligence in mixed reality for active learning in higher education
inferred← citeshttps://doi.org/10.1080/15391523.2026.2643171openalex-snapshot
The potential of artificial intelligence to enhance self-regulated learning: A three-level meta-analysis
inferred← citeshttps://doi.org/10.1080/15391523.2026.2643173openalex-snapshot
Beyond the screen: Exploring the impact of GenAI-supported online learning on interaction, motivation, and self-regulation in higher education
inferred← citeshttps://doi.org/10.1080/15391523.2026.2675632openalex-snapshot
A phenomenographic analysis of undergraduates’ conceptions of generative AI-mediated learning
inferred← citeshttps://doi.org/10.1080/15391523.2026.2683793openalex-snapshot
The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education
inferred← citeshttps://doi.org/10.1080/17501229.2025.2549754openalex-snapshot
Chinese EFL learners’ GenAI literacy in digital multimodal composing and self-regulated writing: chain mediation effects of needs satisfaction and creative self-concept
inferred← citeshttps://doi.org/10.1080/17501229.2025.2553208openalex-snapshot
To revise or to recommend: an exploratory sequential mixed method study on GenAI formative feedback on Reading assessment in secondary schools
inferred← citeshttps://doi.org/10.1080/17501229.2025.2559363openalex-snapshot
EFL learners’ self-regulated learning, flow experience, and learning engagement in AI-mediated IDLE environments: synthesizing variable-centered and person-centered approaches
inferred← citeshttps://doi.org/10.1080/1750399x.2025.2533069openalex-snapshot
Comparing learners’ engagement strategies with feedback from a Generative AI chatbot and peers in an interpreter training programme: a quasi-experimental study
inferred← citeshttps://doi.org/10.1080/21532974.2025.2583516openalex-snapshot
Preparing preservice teachers for generative AI in lesson planning: a process mining study of AI mindset and tool-only training
inferred← citeshttps://doi.org/10.1080/2331186x.2026.2710501openalex-snapshot
Technology integration in physics education: using teachers’ age, gender, and teaching experience to explore differences in cognitive engagement strategies
inferred← citeshttps://doi.org/10.1089/cyber.2024.0546openalex-snapshot
A Conceptual Framework to Understand the Relationships Between Digital Wellness and Artificial Intelligence
inferred← citeshttps://doi.org/10.1093/bioadv/vbaf169openalex-snapshot
Opportunities and considerations for using artificial intelligence in bioinformatics education
inferred← citeshttps://doi.org/10.1103/nvf1-zrq8openalex-snapshot
Comparing AI chatbot, tiered, and textual support in physics problem solving: Effects on cognitive load and affective-motivational outcomes
inferred← citeshttps://doi.org/10.1108/aiie-12-2026-269openalex-snapshot
Guest editorial: AI-assisted academic writing, translation, and literacy for the promotion of human agency in higher education
inferred← citeshttps://doi.org/10.1108/ijilt-12-2024-0291openalex-snapshot
Beyond ease and usefulness: a TAM perspective on marketing lecturers' adoption of generative AI
inferred← citeshttps://doi.org/10.1108/ils-04-2024-0040openalex-snapshot
Thinking critically about scientific information generated by ChatGPT
inferred← citeshttps://doi.org/10.1108/ils-11-2024-0148openalex-snapshot
Guidelines for learning design and assessment for generative artificial intelligence-integrated education: a unified view
inferred← citeshttps://doi.org/10.1108/jarhe-01-2026-0069openalex-snapshot
Explaining student engagement and satisfaction in AI-supported learning: a study demands–resources and cognitive load perspective
inferred← citeshttps://doi.org/10.1109/access.2025.3582600openalex-snapshot
A Systematic Review Exploring AI’s Role in Self-Regulated Learning Within Education Contexts
inferred← citeshttps://doi.org/10.1109/bigdata66926.2025.11401551openalex-snapshot
A Comparative Analysis of AI-Enabled Science Education Research in China and Abroad
inferred← citeshttps://doi.org/10.1109/cste69562.2026.11649740openalex-snapshot
Exploring How Ai Literacy and Self-Regulated Learning Relate to Student Writing Performance and Well-Being in Vietnamese Higher Education
inferred← citeshttps://doi.org/10.1109/cste69562.2026.11649811openalex-snapshot
Does Generative Artificial Intelligence Help Students Achieve Better Learning Outcomes? A Meta-Analysis Study
inferred← citeshttps://doi.org/10.1109/educon62633.2025.11016455openalex-snapshot
Remediation of Mathematics Knowledge in Engineering Students Through an AI-Based Selfstudy Educational Intervention
inferred← citeshttps://doi.org/10.1109/edunine62390.2026.11547031openalex-snapshot
ChatGPT as Metacognitive Scaffolding in Physics Instruction: Experimental Evidence on Kinematics Learning
inferred← citeshttps://doi.org/10.1109/fllm67465.2025.11390874openalex-snapshot
Investigating the Usability of an Educational AI Chatbot by Middle School Teachers and Students for Enhanced Learning
inferred← citeshttps://doi.org/10.1109/fllm67465.2025.11390928openalex-snapshot
Cipherbot: An AI-Powered Educational Assistant for Conversational Q&A About Course Material
inferred← citeshttps://doi.org/10.1109/gecon64629.2025.11369312openalex-snapshot
Let’s Chat about This - A Template for Well-Aligned AI Integration in Schools
inferred← citeshttps://doi.org/10.1109/icaite68636.2025.11442360openalex-snapshot
A Position Paper: Exploring the Self-Regulated Learning in AI-Human Collaborative Classrooms: Applications, Challenges, and Future Research Directions
inferred← citeshttps://doi.org/10.1109/icaite68636.2025.11442596openalex-snapshot
Combination of Traditional Teaching and AI-Guided Self-Directed Learning on Theoretical Learning and Academic Performance in High-Workload Immunobiology Courses
inferred← citeshttps://doi.org/10.1109/icarc64760.2025.10963193openalex-snapshot
Role of GenAI in Student Knowledge Enhancement: Learner Perception
inferred← citeshttps://doi.org/10.1109/icetm67477.2025.11413434openalex-snapshot
Exploring the Empowerment of Undergraduate Art and Design Education through Artificial Intelligence Technology
inferred← citeshttps://doi.org/10.1109/iraset68627.2026.11538832openalex-snapshot
A Multi-Dimensional Framework for Adaptive Scaffolding in Large Language Model
inferred← citeshttps://doi.org/10.1109/msp.2025.3609896openalex-snapshot
Future-Proofing Programmers: Optimal knowledge tracing for artificial intelligence-assisted personalized education [Special Issue on Artificial Intelligence for Education: A Signal Processing Perspective]
inferred← citeshttps://doi.org/10.1109/swc65939.2025.00063openalex-snapshot
Perceiving Generative AI in Teacher Practice: A Design-Based Case Study in a Graduate Course
inferred← citeshttps://doi.org/10.1109/tdei.2025.3597282openalex-snapshot
Physics-Informed Guided Transformer Fault Diagnosis via DGA Data
inferred← citeshttps://doi.org/10.1109/tlt.2024.3523199openalex-snapshot
Facilitating Online Self-Regulated Learning and Social Presence Using Chatbots: Evidence-Based Design Principles
inferred← citeshttps://doi.org/10.1109/tlt.2025.3526582openalex-snapshot
Data Augmentation for Sparse Multidimensional Learning Performance Data Using Generative AI
inferred← citeshttps://doi.org/10.1109/tlt.2025.3617909openalex-snapshot
A Comprehensive Survey on Large-Language-Model-Based Agents for Education
inferred← citeshttps://doi.org/10.1111/bjet.13479openalex-snapshot
Adaptive support for self‐regulated learning in digital learning environments
inferred← citeshttps://doi.org/10.1111/bjet.70002openalex-snapshot
AI chatbots as reading companions in self‐directed out‐of‐class reading: A self‐determination theory perspective
inferred← citeshttps://doi.org/10.1111/bjet.70047openalex-snapshot
Development and evaluation of artificial intelligence literacy training for teacher education students
inferred← citeshttps://doi.org/10.1111/bjet.70055openalex-snapshot
A systematic review of generative AI in education: Empirical insights from a human– AI interaction perspective
inferred← citeshttps://doi.org/10.1111/bjet.70058openalex-snapshot
AI support in self‐regulated learning: A decade of technological evolution and meta‐analysis
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