#573: Fostering Metacognitive Awareness for Effective Human–AI Collaboration in Learning

This exploratory study investigated whether experiential learning is more effective than direct instruction for developing students' metacognitive awareness of AI's effects on learning. Among 126 first-year engineering students, the experimental group completed hands-on exercises demonstrating productive and counterproductive human–AI collaboration, while controls received equivalent lectures. Using bespoke exercises and a novel questionnaire and construct-level analysis, the experiential group showed significant increases in metacognitive awareness and AI engagement, suggesting that direct experience with AI's cognitive impacts is essential for developing reflective human–AI partnerships.