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Title: Scaffolding GenAI-assisted peer feedback provision through metacognitive activities in nursing clinical training

Authors: Shuling Wei; Wei Wei; Gwo-Jen Hwang

Addresses: Faculty of Applied Sciences, Macao Polytechnic University, Room P325, Pearl Jubilee Building, Taipa, Macao Special Administrative Region, 999078, China; Center for Research Management and Services, Guangxi Open University, No. 1-1, Dongbao Rd., Qingxiu Dist., Nanning 530022, Guangxi Zhuang Autonomous Region, China ' Faculty of Applied Sciences, Macao Polytechnic University, Room P325, Pearl Jubilee Building, Taipa, Macao Special Administrative Region 999078, China ' Graduate Institute of Educational Information and Measurement, National Taichung University of Education, No. 140, Minsheng Rd., West Dist., Taichung City 40306, Taiwan, ROC; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No. 43, Keelung Rd., Sec. 4, Da'an Dist., Taipei City 106335, Taiwan, ROC; College of Management, Yuan Ze University, No. 135, Yuandong Rd., Zhongli Dist., Taoyuan City 320315, Taiwan, ROC

Abstract: Effective peer feedback is fundamental to nursing students' clinical training, yet its provision is often constrained by peer expertise and feedback training. Generative artificial intelligence (GenAI) can support peer feedback by offering timely guidance, but concerns remain about how it shapes students' learning processes. This study examined whether metacognitive scaffolding could improve nursing students' use of metacognitive strategies during GenAI-assisted peer feedback. A three-week quasi-experimental study involved 66 undergraduate nursing students assigned to a scaffolding group or a non-scaffolding group. Learning process data were collected from Moodle logs, behavioural traces, and interviews. Overall feedback quality did not differ between groups. However, the experimental group showed more metacognitive activities, with a significantly higher level of monitoring. These findings highlight the role of metacognitive scaffolding in shaping learning processes in GenAI-assisted peer feedback.

Keywords: generative artificial intelligence; GenAI; metacognition; epistemic network analysis; ENA; peer feedback; scaffolding.

DOI: 10.1504/IJMLO.2026.156552

International Journal of Mobile Learning and Organisation, 2026 Vol.20 No.7, pp.1 - 24

Received: 12 Jan 2026
Accepted: 18 Jun 2026
Published online: 28 Sep 2026 *