College Students' Use of Generative AI for Learning via Reflective Writing

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Chinese explanation / 中文解读

中文解读待补充：本站会优先为大语言模型、生成式AI、ChatGPT相关技术、计算机视觉、深度学习等高价值论文补充中文说明。

Original abstract

This chapter explores the integration of generative artificial intelligence (AI) in higher education through metacognitive reflection and human–AI interaction. While AI tools like ChatGPT offer educational possibilities for idea generation and drafting, they also pose risks of cognitive overreliance and passive acceptance of algorithmic outputs. Using a qualitative multiple case study at two universities, the research examines how undergraduate and graduate students use AI and perceive its role in learning. Findings reveal patterns: graduate students often use AI as a collaborative partner for higher-order design tasks while undergraduates tend to rely on it for execution-oriented tasks and structural organization. Reflective journaling is highlighted as a tool for making processes visible and fostering self-regulated learning. The chapter concludes with pedagogical implications, suggesting structured scaffolding through models like the 4R framework and process-oriented assessments to cultivate students' epistemic responsibility and critical engagement in AI-integrated environments.

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