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This study exposes a critical gap in generative AI research for education, which currently prioritizes task-level regulation while neglecting the sociocultural dimensions of learner autonomy. By mapping over 14,000 publications, the authors demonstrate that existing measurement scales systematically underrepresent social-relational actions, limiting the behavioral repertoire of AI-mediated learning environments. For researchers and practitioners, this implies a necessary recalibration of AI design to support a more holistic definition of learner agency that includes intrinsic motivation and social interaction.
Large-scale semantic mapping of learner agency and autonomy reveals what measurement and generative AI research overlook
arXiv:2606.10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.e. identical terms denoting different constructs, distinct terms denoting identical ones) has substantially hindered cumulative knowledge. Treating meaning as a phenomenon constituted through use in linguistic practice, we extracted 8,954 definitions and 2,700 scale items from over 14,000 publications, to investigate how researchers actually used learner agency and autonomy with a semantic analysis pipeline. The definitional landscape of two constructs resolves into three dimensions: regulation and control of learning (task), intrinsic motivation and internal decision-making (person), and social-relational action (sociocultural), thereby empirically quantifying the jingle-jangle fallacy. Existing scales, however, systematically underrepresent the sociocultural dimension. Critically, current generative AI research in education concentrates on learning regulation and control, narrowing the behavioral repertoire that AI-mediated learning environments are designed to cultivate. Beyond conceptual clarification, this work carries direct implications for conceptualization, measurement, and practice towards supporting the multidimensional learner agency and autonomy.
Abstract:Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.e. identical terms denoting different constructs, distinct terms denoting identical ones) has substantially hindered cumulative knowledge. Treating meaning as a phenomenon constituted through use in linguistic practice, we extracted 8,954 definitions and 2,700 scale items from over 14,000 publications, to investigate how researchers actually used learner agency and autonomy with a semantic analysis pipeline. The definitional landscape of two constructs resolves into three dimensions: regulation and control of learning (task), intrinsic motivation and internal decision-making (person), and social-relational action (sociocultural), thereby empirically quantifying the jingle-jangle fallacy. Existing scales, however, systematically underrepresent the sociocultural dimension. Critically, current generative AI research in education concentrates on learning regulation and control, narrowing the behavioral repertoire that AI-mediated learning environments are designed to cultivate. Beyond conceptual clarification, this work carries direct implications for conceptualization, measurement, and practice towards supporting the multidimensional learner agency and autonomy.
Artificial Intelligence (cs.AI)
arXiv:2606.10881 [cs.AI]
(or arXiv:2606.10881v1 [cs.AI] for this version)
https://doi.org/10.48550/arXiv.2606.10881 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
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