Organizations: School of Education, Tsinghua University, Beijing 100084, China · Department of Psychological and Cognitive Sciences, Tsinghua University, Beijing 100084, China · Institute of Education, University College London, London, UK
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.
Existing AI measurement frameworks quantify cognitive capability, task automation, or catastrophic risk, but none measure autonomous agency: the extent to which a system behaves in a self-directed way. A system can saturate capability benchmarks while remaining entirely reactive, acting only when prompted and ceasing all activity when a task completes. We introduce the Autonomous Agency Scale (AAS), a behavioral framework that scores AI systems on a 0-5 lexicon across seven dimensions of agency: cognitive autonomy, temporal persistence, environmental agency, social agency, creative agency, self-awareness, and goal formation, each operationalized by falsifiable threshold tests. Every dimension is scored in two temporal bands: an Active band covering engaged, user-initiated activity, and an Ambient band covering idle periods. Ambient Level 4 is gated by the Idle-Gap Test, a counterfactual criterion (remove all triggers and observe whether internally derived activity persists) that separates self-direction from scheduled rule-following. We apply the scale to six contemporary systems spanning task agents (Claude Code, Manus, Hermes), consumer assistants (ChatGPT, Siri), and a persistent companion architecture (Airi). The two-band profile quantifies a boundary that single-score frameworks conflate: task agents reach Active composites of 2.3-2.4 while scoring 0.6-1.9 Ambient, with every idle-period behavior attributable to user-configured schedules, whereas the companion architecture, evaluated longitudinally, is the only assessed system whose idle-period behavior survives trigger removal. We discuss limitations, including single-rater provenance, developer-evaluator bias on the longitudinal assessment, and the partially operationalized self-direction boundary in the Active band.
The hype around generative AI seems to promise unprecedented productivity (and learning) gains. However, these technologies' increasing agentic features seem to push learners towards individualism (or individual isolation), over-reliance, and dependence on them. Human-centered design approaches (e.g., value-sensitive design) assume that, by unearthing human needs, preferences, and values, technology researchers/designers may avoid such dangers, which are driven by wider systemic factors like economic incentives or inherent human limitations (e.g., our tendency to seek, in the moment, the easiest path of action). Yet, so far these efforts seem insufficient to guide our design of educational technology that avoids the aforementioned dependency and isolation dangers, while finding widespread adoption. This paper presents an alternative, more emancipatory vision for future educational AI technology, oriented towards learner flourishing while considering the wider complex systems they inhabit, including tentative design principles and an overall design methodology. Yet, many open questions remain before this vision can be realized.
The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings. These frameworks were formulated before the emergence of AI systems capable of generating, synthesizing, and reasoning about knowledge. This article critically examines each learning theory and identifies assumptions challenged by the affordances of generative AI. Drawing on research in distributed cognition, extended mind, human-AI collaboration, AI literacy, cognitive offloading, and metacognition, the article proposes Generativism as a learning theory for the generative AI age. Generativism posits that learning increasingly occurs through the iterative co-construction of knowledge between human learners and AI systems. The proposed framework is organized around four constructs (epistemic partnership, distributed agency, generative literacy, and adaptive metacognition) and four principles specifying the relations among them. The framework offers a foundation for rethinking instructional design, learning, assessment, and expertise development in contexts where generative AI plays an integral role in cognition.