שימוש מובנה בעזרים וירטואליים מבוססי בינה מלאכותית כמודל לחונכות קוגניטיבית בלמידה בעלת הכוונה עצמית בהשכלה הגבוהה

Abstract

This study examines how structured use of AI virtual tools functions as a model of cognitive apprenticeship in self-directed higher education learning. These tools include pedagogical chatbots and scenario-based simulators. Instructors integrated these tools into academic courses as question-driven mediation mechanisms. They do not operate as answer-providing systems. They support students in leading their own learning processes. The study adopted a qualitative research approach. The researcher administered an anonymous open-ended questionnaire to 27 graduate students. These students enrolled in a master’s program fostering self-directed learning. The researcher analyzed data using framework-driven thematic analysis aligned with the cognitive apprenticeship model. Findings indicate the tools provide a supportive and accessible learning experience. The tools help focus and refine academic outputs. They prompt pauses, reconsideration and informed decision-making. Students use the tools as temporary support during difficult points. The tools strengthen self-articulation and post-action reflection. Students also reported experiences of cognitive load and confusion. This reflects the inherent complexity of self-directed learning mediated by AI tools. The findings demonstrate patterns of cognitive and academic independence among participants. The study offers an empirical conceptualization for integrating chatbots and simulators as components of cognitive apprenticeship rather than generic support technologies.