The Effect of Artificial Intelligence-Supported Learning on Students’ Metacognitive Awareness: The Mediating Role of Cognitive Flexibility

Abstract

This study examined the effect of artificial intelligence-supported learning on students’ metacognitive awareness, with particular emphasis on the mediating role of cognitive flexibility among university students in Pakistan. A quantitative research approach with a cross-sectional survey design was adopted for the study. Data were collected from 429 university students through a structured questionnaire administered using Google Forms. The collected data were analyzed using descriptive statistics, Pearson correlation, regression analysis, and mediation analysis to examine the proposed relationships among artificial intelligence-supported learning, cognitive flexibility, and metacognitive awareness. The findings showed a significant positive relationship between artificial intelligence-supported learning and metacognitive awareness (r = 0.62, p < .001), while artificial intelligence-supported learning was also significantly and positively related to cognitive flexibility (r = 0.58, p < .001). The mediation analysis further demonstrated that cognitive flexibility significantly mediated the relationship between artificial intelligence-supported learning and metacognitive awareness, with a significant indirect relationship (B = 0.23, SE = 0.04, 95% CI [0.16, 0.31]). The direct relationship remained significant after including cognitive flexibility in the model (B = 0.37, SE = 0.05, p < .001), indicating partial mediation. These findings suggest that AI-supported learning may contribute to students’ metacognitive development not only through direct learning support but also by encouraging greater flexibility in thinking and learning strategies. The findings further indicate that students who are able to adapt their thinking, consider alternative approaches, and modify their learning strategies may benefit more effectively from AI-supported educational environments. The study is significant because it extends current understanding of the cognitive processes associated with AI-supported learning and identifies cognitive flexibility as an important mechanism related to students’ metacognitive awareness. The findings may assist educators and higher education institutions in developing AI-supported learning practices that promote reflection, self-monitoring, adaptive thinking, and active engagement rather than passive dependence on AI-generated information. The study also provides a useful foundation for future research examining cognitive and metacognitive mechanisms within technology-supported learning environments