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The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education
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DOI：10.1080/15391523.2026.2683793.png)
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Abstract
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This study aims to examine the structural relationships of GitHub Copilot AI-powered programming education with students’ AI literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills. The research was carried out with the participation of 167 undergraduate students and AI literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills scales were used in the data collection process. The analyses conducted using structural equation modeling revealed that learning strategies positively influenced both metacognitive awareness and self-regulation skills. It was determined that metacognitive awareness significantly enhanced AI literacy and satisfaction. Self-regulation skills were found to have a positive impact on both AI literacy and satisfaction. This study reveals that AI tools are not merely supportive instruments that facilitate code writing but also pedagogical components that reshape learning-processes.
Keywords:
AI literacy
metacognitive awareness
satisfaction
learning strategies
self-regulation skills
GitHub Copilot
generative AI
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