How learners access correct answers can influence their ability to accurately assess their own understanding. Although traditional and AI answer provision were studied separately, no research directly compared their metacognitive effects. Using peer reviewed sources on metacognition and learning, this comparative literature review aims to analyze whether the source of correct answers differently impacts the relationship between the performance and metacognition of learners. By comparing traditional answer keys and AI assistance, this paper asserts that AI amplifies illusions based on fluency, causing learners to be overconfident in their learning. Additionally, it looks at the ability of traditional answer keys to mitigate the negative effects of quick answer provision through reflection. By comparing past answer provision techniques and present usage of AI, the paper highlights the importance of evaluating educational tools on metacognitive outcomes, understanding that the source of answer provision is a non-neutral variable. These findings suggest that educators must evaluate tools based not only on performance improvement but also their effects on accuracy of the students’ self assessment.
Hyunsu Song (Wed,) studied this question.
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