This study examined how students' problem-solving abilities and metacognitive awareness—more especially, their capacity to organize, track, and assess their own learning—were affected by AI-based scaffolding. The main goal was to ascertain how learners' knowledge of their own thought and learning processes was improved by structured support utilizing artificial intelligence. A quasi-experimental design was employed involving 300 students, aged 15–22, from secondary schools and undergraduate institutions in Lahore, Pakistan. Participants were divided into two equal groups: one received instruction using AI-assisted scaffolding tools, while the other was taught using traditional methods. Data were collected using standardized pre-tests, post-tests, and structured questionnaires. The results showed a strong favourable relationship between metacognitive awareness and AI-based scaffolding. Students who used AI-assisted learning showed improved ability to efficiently solve issues, organize their thoughts, and self-regulate their learning processes. Additionally, the study discovered that female students outperformed male students in terms of metacognitive awareness, pointing to a potential gender-based difference in the way students used metacognitive techniques and interacted with AI tools. Additionally, learning regulation improved more for pupils who had previously used AI tools. These findings corroborated other studies that shown how well intelligent tutoring programs enhance self-regulated learning. The study came to the conclusion that there was a great deal of promise for improving students' cognitive and metacognitive abilities through the use of AI technologies in the classroom. In both traditional and digital learning contexts, these technologies provide a more efficient, personalized, and interactive learning experience.
Akram et al. (2025) studied this question.