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Enhancing Critical Thinking in Generative AI Search with Metacognitive Prompts
Abstract
The growing use of Generative AI (GenAI) conversational search tools has raised concerns about their effects on people's metacognitive engagement, critical thinking, and learning. As people increasingly rely on GenAI to perform tasks such as analyzing and applying information, they may become less actively engaged in thinking and learning. This study examines whether metacognitive prompts—designed to encourage people to pause, reflect, assess their understanding, and consider multiple perspectives—can support critical thinking during GenAI‐based search. We conducted a user study ( N = 40) with university students to investigate the impact of metacognitive prompts on their thought processes and search behaviors while searching with a GenAI tool. We found that these prompts led to more active engagement, leading students to explore a broader range of topics and engage in deeper inquiry through follow‐up queries. Students reported that the prompts were especially helpful for considering overlooked perspectives, promoting evaluation of AI responses, and identifying key takeaways. Additionally, the effectiveness of these prompts was influenced by students' metacognitive flexibility. Our findings highlight the potential of metacognitive prompts to foster critical thinking and provide insights for designing and implementing metacognitive support in human‐AI interactions.
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“Prior research suggests that metacognitive prompts containing specific monitoring and reflection questions can support more deliberate and critical use of AI tools (Singh et al., 2025).”
From Think Before You Accept: Can Written Justification Reduce Uncritical Uptake of AI Writing Suggestions? (2026) · cites this paper as Singh et al., 2025
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Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 1×
“It involves the ability to monitor, evaluate, and regulate one’s thinking and learning strategies (Flavell, 1979).”
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 10,197 · cited 1×
“More recently, Urgo and Arguello (2025) argued that facilitating self-regulated learning, in which learners understand and control their learning process (Zimmerman, 2002) during search, is crucial for future research.”
The echo chamber effect on social media
Cinelli, M., De Francisci Morales, G., Galeazzi, A., Quattrociocchi, W., & Starnini, M. (2021) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2023301118 · Cited by 2,092
Risko, E. F., & Gilbert, S. J. (2016) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2016.07.002 · Cited by 1,502 · cited 1×
“In particular, the widespread adoption of GenAI tools has sparked concerns about “ cognitive offloading ” ( Risko & Gilbert, 2016), i.e., when users delegate cognitive tasks to AI, reducing their own cognitive engagement and impacting their ability to critically engage with information (Fan et al.,…”
Odgers, C. L., & Jensen, M. R. (2020) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13190 · Cited by 1,189
The Metacognitive Demands and Opportunities of Generative AI
Tankelevitch, L., Kewenig, V., Simkute, A., Scott, A. E., Sarkar, A., Sellen, A., & Rintel, S. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642902 · Cited by 493 · cited 2×
“Drawing on prior research on the metacognitive demands and affordances of GenAI tools (Tankelevitch et al., 2024) and GenAI-assisted search (Sharma et al., 2024; Venkit et al., 2024), each cue type was designed to target specific phases of the SAL process (Rieh et al., 2016).”
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Cited by
Sorted by citations
Tao, Y., Meyer, J., & Kizilcec, R. F. (2026) · arXiv · doi:10.48550/arxiv.2609.23936
Metadata
- Authors
- Singh, A., Guan, Z., & Rieh, S. Y.
- Affiliations
- The University of Texas at Austin USA
- Venue
- Proceedings of the Association for Information Science and Technology
- Publisher
- Wiley
- Published
- 2025-10
- Volume
- 62
- Issue
- 1
- Pages
- 672-684
- ISSN
- 2373-9231
- Cited by
- 15
- References
- 7
- Language
- en
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