Discussion on Empowering Ideas of AI-Supported Learning for the Development of Self-Regulated Learning in Higher Education

Abstract

The popularisation of artificial intelligence assisted learning tools in higher education gives new technical circumstances for the promotion of college students’ autonomous learning ability. This research studies the enabling mechanism and possible risks of AI-assisted learning for autonomous learning development from the perspective of autonomous learning theory. The study systematically reviews existing survey data and theoretical achievements, and finds that personalised resource provision can expand the breadth of autonomous learning, immediate feedback helps to enhance learners’ process-based self-monitoring, and heuristic interaction has a promoting effect on metacognitive ability. Survey results also pointed to dangers. 40.50% of the college students surveyed claimed that they were used to relying on AI when faced with difficulties, and they did not wish to study independently, and 48.06% said that over-reliance on AI contributed to the decline of independent thinking and writing abilities. Based on the above, this paper proposes to construct a human-machine collaborative path for autonomous learning, shifting the role of AI from “answerer” to “thinking guide”, and simultaneously cultivating metacognitive ability and critical thinking while providing technical assistance, so as to achieve the unity of technology empowerment and autonomous development.