ArticleFrontiers in psychology2026
The causal effects of artificial intelligence use on metacognition, engagement, and knowledge transfer in educational contexts.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Abstract
Introduction: Artificial intelligence applications in learning environments are becoming more common, but there is no clear causal evidence regarding the impact of AI-assisted tutoring on metacognition, engagement, and knowledge transfer. Methods: Using EdNet log data, AI use was operationalized as exposure to tutoring-system assistance events during learning episodes. Fixed effects models with temporal controls within learner and clustered inference were estimated. Monitoring proxies and control proxies were used to assess metacognition, time on task, activity intensity, persistence after errors, return probability, and spacing. Engagement, near transfer, topic-shift transfer, and delayed performance were assessed. Results: AI exposure increased monitoring behaviors ( Discussion: AI-supported tutoring appears to strengthen metacognitive regulation and engagement, while broader transfer remains conditional on scaffolds that promote verification, retrieval, and abstraction.
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