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

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.