Designing generative AI–powered reflective learning dashboards for enhancing self-regulated learning in higher education

Abstract

A reflective learning dashboard powered by generative artificial intelligence (AI) was developed to enhance self-regulated learning, student engagement, academic performance and learner perceptions in higher education. Grounded in learning analytics and generative feedback pedagogy, the system integrates behavioural data with AI-generated reflective dialogue to support continuous metacognitive development. Using a quasi-experimental design, 180 undergraduate students participated in a 12-week intervention comparing traditional instructor feedback with AI-generated reflective feedback. Quantitative results revealed significant improvements in self-regulated learning behaviours, time on task, login frequency and academic performance (p < .001), indicating strong effects on both cognitive and behavioural dimensions of learning. In addition, students reported high levels of perceived usefulness, trust, personalisation and positive attitudes towards AI-generated feedback, supported by qualitative insights highlighting increased motivation and learner agency. The findings demonstrate that combining generative AI with learning analytics transforms feedback into a dynamic, dialogic process that enhances reflective thinking and adaptive learning. This study contributes a scalable, human-centred and ethically grounded model for improving both learning outcomes and learner experience in digital education environments.

Implications for practice or policy:

• University administrators should implement transparent AI dashboards ensuring ethics, privacy and accountability.
• Educators can enhance reflective learning by integrating adaptive AI feedback that supports metacognitive development.
• Policymakers should promote AI literacy and self-regulated learning within higher education frameworks.
• Technology developers need to design user-centred and interpretable AI systems aligned with pedagogical objectives.
• Higher education leaders should foster AI-supported reflection, professional development and evidence-based innovation for sustainable transformation.