<![CDATA[Artificial intelligence (AI)-supported adaptive learning is increasingly used in higher education, yet its effects on critical thinking, self-regulated learning, and academic achievement remain unevenly understood. This study examined these outcomes using a quantitative comparative design based on secondary empirical data from a controlled university learning intervention involving 61 students, comprising 31 participants in an AI-guided treatment group and 30 in a control group. Critical thinking, self-regulated learning dimensions, and academic achievement were analyzed using descriptive statistics and covariance-based comparisons. The treatment group showed a larger critical-thinking gain than the control group (4.30 vs. 0.80 points), with a significant adjusted effect, F = 41.73, p < .001, partial η² = .418. Significant effects were also observed for cognitive engagement, behavioral engagement, self-efficacy, intrinsic motivation, and reduced amotivation. Academic achievement improved significantly at posttest, F = 6.10, p = .017, partial η² = .100, and delayed test, F = 8.20, p = .006, partial η² = .124. These findings indicate that structured AI guidance can strengthen cognitive, regulatory, and achievement outcomes when pedagogically integrated within carefully designed contemporary higher education learning environments ]]>
Copyrights © 2026
