AI as a catalyst for metacognition: new frontiers in critical literacy for the digital age

Abstract

This mixed-methods study investigates the role of artificial intelligence (AI) as a catalyst for metacognition and its impact on college students' conceptions of critical literacy in the digital age. Using pre- and post-intervention surveys and semi-structured interviews, we examined changes in students' metacognitive awareness and perceptions of AI's role in developing critical literacy skills. Results reveal significant shifts in students' metacognitive processes and understanding of critical literacy following AI interaction. Quantitative data show increased recognition of AI's potential to enhance personalized learning (mean score increase from 3.6 to 4.12) and critical thinking skills (mean score increase from 3.05 to 3.85). Qualitative findings indicate that AI interaction triggered deeper metacognitive reflection, with students reporting enhanced awareness of their thinking processes during literary analysis. This study contributes to our understanding of how AI can serve as a powerful tool for fostering metacognition and redefining critical literacy in the digital age. The findings have significant implications for curriculum design, teacher training, and the development of AI-enhanced educational tools that promote metacognitive growth and critical literacy skills essential for navigating an increasingly AI-infused world.