Abstract
Abstract
With the release of ChatGPT’s Study Mode in August 2025, the question arises as to what extent it aligns with established theories of learning, particularly self-regulated learning (SRL), and whether such applications can overcome previously identified barriers to learning with Gen AI, such as cognitive offloading. To answer these questions, the study examined the quality of Study Mode from an SRL perspective, its impact on student learning, and implications for research and practice. The expert rating was administered to SRL researchers. A total of 16 experts participated in fall 2025. The experts identified personalization and adaptive explanatory support as strengths. Concerns were raised regarding the tool’s potential to encourage offloading of metacognitive processes. The anticipated impact on students’ learning included both positive outcomes, such as improved understanding, and potential risks, including overreliance. The experts provide recommendations for SRL researchers, AI researchers, educators and students. The findings suggested that Study Mode can assist interested students in their learning but less in their SRL. Consequently, it might not have overcome well-known barriers to learning with Gen AI. While Study Mode offers meaningful opportunities for enhanced learning, its current limitations highlight important considerations for future SRL research, AI design, teaching and learning.