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INVESTIGATING THE USE OF COGNITIVE, METACOGNITIVE, AND MOTIVATIONAL SCAFFOLDING IN THE GENAI COLLABORATED INSTRUCTIONAL DESIGN TASKS
This study examined how cognitive, metacognitive, and motivational scaffolding (CMMS) could support pre-service teachers during AI-supported instructional design tasks. A semester-long instructional design project was reorganized into ten Moodle-based tasks following a student-first learner–AI inter
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