Abstract
The integration of Artificial Intelligence (AI) in the educational context marks an advancement in the transition towards innovative educational paradigms, acting as a catalyst for the personalization and optimization of learning processes. Through the analysis of study strategies adopted by a sample of 118 students at the end of their secondary education cycle, this research investigates the impact of digital technologies (with a specific focus on the application of AI) on learning dynamics. Employing a laboratory approach, the metacognitive skills of students and their information processing study strategies are examined, implemented by the analysis of cognitive autobiographies and activities focused on knowledge visualization with and without the adoption of digital technologies (including AI technologies). The aim of this study is to raise critical awareness towards the processing and representation of knowledge by students to promote the development of innovative teaching methodologies that optimize the effective adoption of digital technologies in the teaching and learning process, outlining new directions for research and teaching practice in a continuously evolving field.
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