A Study on the Role of AI Tools for Enhancing or Hindering Metacognitive Skills in Young Adults
Year: 2025
Type: article
Abstract: This study investigates the influence of Artificial Intelligence (AI) tools on the development andenhancement of metacognitive skills among users, with particular attention to variations based ongender and age. The research was conducted using a purposive random sampling technique to select asample of 200 individuals between the ages of 18 and 35 residing in Lucknow city. Data were collectedusing an interview schedule that incorporated a standardized metacognitive skills assessment scale toevaluate key domains such as self-awareness, self-regulation, and reflective thinking. The findings ofthe study indicate that AI tools play a significant role in promoting metacognitive engagement andstrategy use among users. Notably, female participants demonstrated significantly higher levels ofmetacognitive ability compared to their male counterparts, particularly in areas such as self-reflectivity,planning, and goal monitoring. Age differences were also evident, with younger users in the 18–22 agebracket outperforming older users in metacognitive functions, suggesting a higher degree ofadaptability and openness to AI-assisted learning tools. These outcomes highlight the potential of AItechnologies as effective educational aids that foster critical thinking and self-regulated learning. Thestudy underscores the importance of designing AI tools that are responsive to gender-specific cognitivetendencies and age-related learning preferences. Consequently, the findings advocate for thedevelopment of more inclusive, adaptive, and user centered AI systems that not only support cognitivedevelopment but also bridge existing gaps in educational technology accessibility and efficacy acrossdifferent user demographics.
Authors: Anjali Srivastava, Shalini Agarwal
Institution: Babasaheb Bhimrao Ambedkar University
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
Open Access status: green
OpenAlex ID: W7103652555
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