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VOL. 11, ISSUE 4 (2025)
Analyzing the Effect of Chatbots, Voice Assistants, And Learning Apps on Metacognition: A Quantitative Approach
Authors
Anjali Srivastava, Shalini Agarwal
Abstract
This study investigates the impact of various Artificial Intelligence
(AI) based tools on the development of metacognitive skills among young adults,
specifically focusing on dimensions such as planning, monitoring, self-regulation,
and reflection. A quantitative research design was employed using structured
interview schedules and a standardized Metacognitive Skills Scale to collect
data fro m a purposive sample of 200
participants aged 18–35. Participants were categorized based on their primary
AI tool usage: chatbots, voice assistants, learning applications, and visual AI
tools. Findings revealed that learning apps (51%) and visual AI tools (26.5%)
were the most commonly used, primarily for academic purposes (64%). A significant
proportion of participants (62.5%) reported improved learning outcomes, and
60.5% perceived enhanced academic performance attributed to AI usage. ANOVA
results indicated statistically significant differences in metacognitive scores
among AI tool categories (F = 3.67, p = 0.013), with learning applications and
visual AI tools associated with higher levels of metacognitive engagement. The
study concludes that active, interactive, and feedback-driven AI tools are more
effective in fostering metacognitive skill development compared to passive
interfaces like chatbots and voice assistants. These findings underscore the
potential of AI to promote self-regulated learning and emphasize the importance
of digital literacy to harness its educational benefits effectively.
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Pages:96-101
How to cite this article:
Anjali Srivastava, Shalini Agarwal "Analyzing the Effect of Chatbots, Voice Assistants, And Learning Apps on Metacognition: A Quantitative Approach". International Journal of Humanities and Social Science Research, Vol 11, Issue 4, 2025, Pages 96-101
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