2026 ASEE Annual Conference & Exposition

Extending the Expert Learner Framework for Co-Regulation with GenAI

Presented at Computers in Education (CoED): AI in Education (9 of 9) -- W408

The rapid advancement of artificial intelligence (AI) has intensified the need for understanding, using, and critically evaluating AI systems. This has contributed to an increase in initiatives integrating AI into education, primarily focusing on technical competence rather than reflective understanding of its use. As the deep learning algorithms that power generative AI continuously improve their performance, so too must the deep learning of the human learner.

Reflection has long been recognized as integral to deep learning as a process through which learners can make sense of experiences, connect theory to practice, and develop informed perspectives within a discipline. This proceeding presents an argument for the generation of a reflective framework for AI education to support students in critically examining their metacognitive processes as they are exposed to the fast, immediate, and seemingly accurate AI outputs during their learning processes. Grounded in research on reflective practice, the framework aims to support students to move beyond surface-level reliance and trust of AI outputs toward critical engagement with AI technologies. In doing so, it seeks to support students to learn and use metacognitive strategies for ethical and responsible participation in an AI-driven world.

Authors

Joreen Arigye http://orcid.org/0000-0001-7530-7566 The Ohio State University [biography]

Joreen Arigye is an Assistant Professor of Practice at the Center for Computing Education and the Department of Engineering Education at The Ohio State University. She earned her PhD in Engineering Education from Purdue University, her MS in Information Technology from Carnegie Mellon University Africa, and her BS in Software Engineering from Makerere University in Uganda.
Victoria Macann http://orcid.org/https://0000-0003-3124-6807 The Ohio State University [biography]

Victoria Macann is a postdoctoral scholar in the Center for Computing Education at The Ohio State University. She gained her PhD and MEd in Educational Technology from Massey University, New Zealand. Victoria also has a BSc in Biological Sciences and a post-graduate degree in secondary teaching.
Mr. Terrance R Campbell The Ohio State University [biography]

Terrance R. Campbell is a Lecturer in the Center for Computing Education (CCE) at The Ohio State University, where he designs and teaches accessible, interdisciplinary courses that expand computing, artificial intelligence, and cybersecurity literacy for learners across all majors. He is an Ed.D. candidate in Higher Education, concentrating in Cybersecurity Leadership and Behavioral Practice, and holds master’s degrees in Information Systems Management and Intelligence and Adult and Distance Education.

Guided in part by the Information Systems Success Model, his scholarship centers on expanding access to computing while advancing human-centered, scalable approaches that leverage AI literacy and fluency to support decision-making in complex psycho-socio-technical environments. His work further emphasizes institutional cyber resilience as a cultural and organizational capability through co-design, co-implementation, and co-evaluation of experiential learning systems grounded in reflective practice and co-regulation.
Maimuna Begum Kali http://orcid.org/https://0000-0003-1770-7363 The Ohio State University [biography]

Maimuna Begum Kali is a Lecturer in the Center for Computing Education (CCE) at The Ohio State University, where she teaches undergraduate courses that broaden access to computing to non-computing students. She earned her Ph.D. in Engineering and Computing Education and M.Sc. in Computer and Information Science from Florida International University, and her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET).

Her research examines student wellbeing and support in engineering and computing education, with particular attention to international and post-traditional students. She integrates these perspectives into her teaching through interdisciplinary and student-centered approaches. Her scholarship centers on expanding access and support within engineering and computing education.
Mrs. Monique S. Ross http://orcid.org/0000-0002-6320-636X The Ohio State University [biography]

Monique Ross earned a doctoral degree in Engineering Education from Purdue University. She has a Bachelor's degree in Computer Engineering from Elizabethtown College, a Master's degree in Computer Science and Software Engineering from Auburn University

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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