AI Tutoring and Self-Regulation in Schools: A Pilot Study
Dr. Fátima Díaz Freire
Special Interest Group
16 of April 2026
LEAD Graduate School & Research Network
What I want to discuss in this SIG today
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AI will not determine the future of education on its own, design will
Olga Viberg – LEAD Retreat 2026
(feedback!)
AI Impact on students learning
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As AI tools can resolve tasks and homework faster and more efficient than humans, students don’t feel the need to do it by themselves
memorize content only to reproduce it in a test and then forget it
copy-paste info without reviewing it
Hallucinations
Is this a new problem?
No, it has been happening for years
AI-produced essays
(=no learning nor understanding)
GEN-AI just made the need for self-regulation more evident
false information and ”fake news”
Guided learning mode
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When unsupervised, why use that instead of:
fast
direct
correct answer?
cognitive off-load:
Cognitive off-loading
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Kosmyna et al. (2025): Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task
https://arxiv.org/abs/2506.08872
�
54 participants writing easys (Kosmyna et al. 2025)
LLM assistance
search engine use
or no tools at all
Heavy & substitutive use of AI for writing may come with cognitive costs
Some (early) evidence about AI and learning
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Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6.
Zhi, J., Kumar, H., & Lee, M. (2026). Investigating the Effects of LLM Use on Critical Thinking Under Time Constraints: Access Timing and Time Availability. arXiv preprint arXiv:2603.08849.
use AI
- critical-thinking scores
trust in AI
+ cognitive offloading
(Gerlich 2025)
-
+
early LLM
continuous LLM
No LLM
late LLM
+ essay performance
+ critical thinking
+ recall/internalization
10 min
30 min
(Zhi et al., 2026)
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MITCA (MY RESEARCH!)
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SOME CONTEXT AND CURRENT PROJECT :)
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Cyclic model of self-regulation phases (Zimmerman & Moylan, 2009)
Self-reflection phase
Self-Judgment
Self-evaluation
Causal attribution
Self-Reaction
Self-satisfaction/affect
Adaptive/defensive
Forethought phase
Task analysis
Goal setting, strategic planning
Self-motivation beliefs
Self-efficacy, outcome expectations,
task interest, goal orientation
Performance phase
Self-control
Task strategies, self-instruction, time management, help-seeking.
Self-observation
Metacognitive monitoring, self-recording
MITCA
Process preceding doing homework
Step 1: Specific
Step 2: Varied
MITCA
Process related to doing homework
Step 4: Weekly
MITCA
Once tasks are completed
Step 5: Evaluated
Step 3: Worthwile
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Describing the mental work and content, not just the activity number or textbook page.
Including exercises that involve developing, organizing, or reviewing information.
Communicating the utility, interest, and applicability of the task (e.g., What is the purpose of doing this exercise?).
Organized throughout the week, promoting time management and autonomy.
Feedback, whether individual or group-based, highlighting positive aspects and areas for improvement.
E.g.: Instead of "exercise 1 on page 21 of the Math textbook," it would be "Solve percentage problems."
For the previous example, it could be:
"It will help you better understand how discounts work when making a purchase."
Diverse
Specific
Valuable
Plannified
Evaluated
MITCA: a quality homework proposal
LLM based on MITCA principles
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LLM based on MITCA principles
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+
Combined use of LLM and template
Some characteristics
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Response principles:
Respond in clear English (near future: German).
Keep answers concise, practical, and chat-friendly.
Use the provided context: MITCA step, topic, task, objective, due date.
Do not provide final answers, completed homework, or ready-to-submit text.
Do not solve the learner's exact assignment for them, even if they ask directly.
Ask the learner to attempt the next step, then help them check or improve it
MITCA steps LLM
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T (Planning):
choose strategy, split into steps, estimate time, gather resources.
V (Value):
connect usefulness, relevance, and personal meaning.
P (Activation):
activate prior knowledge and detect gaps.
R (Reflection):
evaluate process, extract lessons, transfer learning
M (Motivation):
sustain focus, effort, and self-efficacy.
S (Supervision)
monitor understanding/progress and correct blocks.
Forethought phase
Working phase
Reflection phase
LET ME SHOW YOU A LITTLE BIT :)
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MITCA-AI Pilot Study
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G1 – Group 1
MITCA Method �(No LLM)
G2 – Group 2
MITCA LLM
Students (13-15 y.o) will work for 5 weeks on tasks in the clasroom
Train highschool teachers on the MITCA Method
Pretest
(classroom set)
5 weeks / 40 min per week
Postest
Looking for 1 high school &
3-4 teachers!
🎉
Measurements
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Teachers
Interviews with teachers
Are the prompts of MITCA – AI useful?
�What did they find the most useful? What was the least?
Impressions about AI and education
Students
Self-regulation of Learning
Motivated Strategies for Learning Questionnaire (MSLQ) that has been validated for adolescent samples (Morais et al., 2025)
�Critical Thinking
Critical Thinking Disposition scale (CTD) (Liu et al., 2026; Sosu, 2013).
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Google forms Feedback
Your opinion is very helpful!!
19 | Fátima María Díaz Freire
Thank you!
Gracias!
Vielen Dank
Contact and personal information