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In this study, the effects of using generative artificial intelligence (GenAI) as a metacognitive scaffolding tool in flipped classrooms (FC) on students’ motivation, critical thinking(CT), self-efficacy, engagement, problem-solving, metacognitive strategy use, and learning flexibility were examined through an experimental design. The study was conducted with three groups using a pre-test and post-test control group quasi-experimental design. All groups were taught using the FC model. The participants of the study consisted of 98 undergraduate students. The findings revealed that the use of GenAI as a metacognitive scaffolding tool in FC created significant differences in extrinsic motivation, CT, self-efficacy, engagement, problem-solving, metacognitive strategy use, and learning flexibility. However, GenAI did not lead to significant changes in intrinsic motivation, and its impact was not uniformly positive across all variables, highlighting the importance of thoughtful implementation. In the FC implementation supported with metacognitive scaffolding, significant differences were identified in self-efficacy and metacognitive strategy use.
Durak et al. (Sun,) studied this question.