A Study on the Role of AI Tools for Enhancing or Hindering Metacognitive Skills in Young Adults

Anjali Srivastava , Shalini Agarwal

Artificial Intelligence (AI), Metacognitive Skills, Reflective Thinking, Cognitive Development,

This study investigates the influence of Artificial Intelligence (AI) tools on the development and enhancement of metacognitive skills among users, with particular attention to variations based on gender and age. The research was conducted using a purposive random sampling technique to select a sample of 200 individuals between the ages of 18 and 35 residing in Lucknow city. Data were collected using an interview schedule that incorporated a standardized metacognitive skills assessment scale to evaluate key domains such as self-awareness, self-regulation, and reflective thinking. The findings of the study indicate that AI tools play a significant role in promoting metacognitive engagement and strategy use among users. Notably, female participants demonstrated significantly higher levels of metacognitive ability compared to their male counterparts, particularly in areas such as self-reflectivity, planning, and goal monitoring. Age differences were also evident, with younger users in the 18–22 age bracket outperforming older users in metacognitive functions, suggesting a higher degree of adaptability and openness to AI-assisted learning tools. These outcomes highlight the potential of AI technologies as effective educational aids that foster critical thinking and self-regulated learning. The study underscores the importance of designing AI tools that are responsive to gender-specific cognitive tendencies and age-related learning preferences. Consequently, the findings advocate for the development of more inclusive, adaptive, and user centered AI systems that not only support cognitive development but also bridge existing gaps in educational technology accessibility and efficacy across different user demographics.

Volume 10 Issue 8, August-2025

Pages : a550-a555