Scholarlink

<p>AI Companions, powered by large language models, are increasingly embedded in learners’ daily lives. Originally designed for entertainment and wellness, these systems are now used by students to regulate stress, reflect on themselves, and support their studies. Yet little is known about how learners experience these tools or what outcomes they associate with their use. To address this gap, we conducted a retrospective survey of 1,006 adult learners who had used the AI Companion Replika for at least 1&#xa0;month. Participants reported on self-awareness, stress regulation, exam preparation, help-seeking behaviors, communication with others, and perceived extensions of self. Findings indicate that many learners use Replika as a low-friction, always-available support that can facilitate emotional regulation, self-reflection, and study practices. Others described changes in communication patterns and help-seeking, with mixed implications for social and academic relationships. These results suggest that AI Companions may intersect with core domains of socio-emotional learning, metacognition, and learner agency, raising both opportunities and challenges for educational practice and research.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

How AI Companions shape learner’s socio-emotional learning and metacognitive development

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月28日

查看全文
  • Bethanie Maples,
  • Merve Cerit,
  • Aditya Vishwanath,
  • Roy Pea

摘要

AI Companions, powered by large language models, are increasingly embedded in learners’ daily lives. Originally designed for entertainment and wellness, these systems are now used by students to regulate stress, reflect on themselves, and support their studies. Yet little is known about how learners experience these tools or what outcomes they associate with their use. To address this gap, we conducted a retrospective survey of 1,006 adult learners who had used the AI Companion Replika for at least 1 month. Participants reported on self-awareness, stress regulation, exam preparation, help-seeking behaviors, communication with others, and perceived extensions of self. Findings indicate that many learners use Replika as a low-friction, always-available support that can facilitate emotional regulation, self-reflection, and study practices. Others described changes in communication patterns and help-seeking, with mixed implications for social and academic relationships. These results suggest that AI Companions may intersect with core domains of socio-emotional learning, metacognition, and learner agency, raising both opportunities and challenges for educational practice and research.