Autonomous or Automated? Chatbot-Mediated Self-Directed Learning among Undergraduate Computing Students

This qualitative study examines how Artificial Intelligence (AI) chatbots mediate self-directed learning (SDL) among undergraduate computing students. While chatbots served dual roles as instrumental tools and affective supports, and students verified outputs using critical strategies, we identified emergent default-use patterns. These patterns, characterized by static prompting and reliance on chatbots as a primary resource, limited strategic flexibility and resource diversity. Our findings advance SDL theory by demonstrating how chatbot mediation can simultaneously foster and constrain learner autonomy.