The role of self-regulation in students’ success in asynchronous learning

This study explores the role of Artificial Intelligence (AI) in enhancing academic performance and student experience within asynchronous learning environments in higher education. The research adopts an experimental design involving two groups of students: an experimental group assisted by an AI-based intelligent tutoring system and a control group that followed the same curriculum without technological assistance. Quantitative data were collected through standardized tests and validated questionnaires (SRL-Q and ASPS), while student satisfaction was assessed through thematic analysis of qualitative feedback. The results indicate that students who benefited from AI support achieved significantly higher academic scores (M = 8.5, SD = 1.2) than those in the control group (M = 7.0, SD = 1.5), with the difference being statistically significant (t(98) = 4.73, p .001). Furthermore, 82% of students in the experimental group reported positive perceptions regarding the personalized feedback and flexibility provided by the AI system. The study emphasizes the importance of self-regulated learning in asynchronous education and highlights the pedagogical potential of AI technologies. It concludes with recommendations for the responsible integration of AI in educational settings, considering both opportunities and ethical implications.