The Effect of Generative Artificial Intelligence Tools on Developing Metacognitive Thinking Skills Among Secondary School Students in a Programming-Based Learning Environment
Abstract
This study aimed to investigate the effect of employing generative artificial intelligence (AI) tools on developing metacognitive thinking skills among secondary school students within a programming-based learning environment. The quasi-experimental method was adopted using two groups (experimental and control) with pre- and post-measurements. The study sample consisted of 40 first-year secondary students. Two equivalent classes were selected after conducting a pre-homogeneity test: the experimental group was taught using generative AI tools integrated into specific stages of learning, while the control group was taught through the traditional method. A metacognitive thinking scale consisting of 21 items distributed across three dimensions planning, monitoring & control, and evaluation was used. Results of the t-test revealed statistically significant differences between the mean scores of the two groups in the post-test, in favor of the experimental group. This indicates the effectiveness of employing generative AI tools in enhancing students’ metacognitive thinking skills. These findings suggest that the integration of generative AI tools provided students with adaptive cognitive support, which increased their awareness of thinking processes while learning programming. The tools also enabled them to plan solutions, monitor performance, and evaluate their learning more consciously autonomously.
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