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The rise of Generative Artificial Intelligence (GAI) has significantly impacted education, particularly in supporting self-regulated learning (SRL), which involves students’ ability to plan, monitor, and evaluate their learning independently. Grounded in Bloom’s Taxonomy, this study explores the impact of GAI-supported learning on SRL across different cognitive levels. Fifteen undergraduates participated in a three-week experiment using an AI Chatbot and AI Quiz Generator integrated into TronClass. Results showed that high-SRL students significantly outperformed low-SRL students across all cognitive levels, especially at the Create level. Reflection results indicated that high-SRL students demonstrated systematic cognitive progression (Apply → Analyze → Create), while low-SRL students stagnated at foundational levels (Remember → Understand). These findings highlight GAI’s potential to promote cognitive development among highly self-regulated students and suggest the need for additional strategies to foster critical evaluation and creative problem-solving among low-SRL students to lower the risk of cognitive laziness.

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The Performance of the Students Using GAI-Supported Learning Evaluation and Reflection Based on Bloom’s Taxonomy in Self-Regulated Learning

  • 会议论文

  • 发表日期：

    2026年

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  • Zu Heng Khoo,
  • Ting-Chia Hsu

摘要

The rise of Generative Artificial Intelligence (GAI) has significantly impacted education, particularly in supporting self-regulated learning (SRL), which involves students’ ability to plan, monitor, and evaluate their learning independently. Grounded in Bloom’s Taxonomy, this study explores the impact of GAI-supported learning on SRL across different cognitive levels. Fifteen undergraduates participated in a three-week experiment using an AI Chatbot and AI Quiz Generator integrated into TronClass. Results showed that high-SRL students significantly outperformed low-SRL students across all cognitive levels, especially at the Create level. Reflection results indicated that high-SRL students demonstrated systematic cognitive progression (Apply → Analyze → Create), while low-SRL students stagnated at foundational levels (Remember → Understand). These findings highlight GAI’s potential to promote cognitive development among highly self-regulated students and suggest the need for additional strategies to foster critical evaluation and creative problem-solving among low-SRL students to lower the risk of cognitive laziness.