{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,1]],"date-time":"2025-10-01T16:08:23Z","timestamp":1759334903954,"version":"build-2065373602"},"publisher-location":"Cham","reference-count":12,"publisher":"Springer Nature Switzerland","isbn-type":[{"type":"print","value":"9783032000552"},{"type":"electronic","value":"9783032000569"}],"license":[{"start":{"date-parts":[[2025,10,1]],"date-time":"2025-10-01T00:00:00Z","timestamp":1759276800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,10,1]],"date-time":"2025-10-01T00:00:00Z","timestamp":1759276800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2026]]},"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>The integration of generative AI (genAI) chatbots\u00a0into Massive Open Online Courses (MOOCs) presents new opportunities\u00a0for supporting self-regulated learning (SRL). This study examines 1,302 chatbot interactions from two Austrian blended MOOCs, where\u00a0a retrieval-augmented generation (RAG) chatbot based on GPT 4o-mini was deployed to assist students. Using the process-action framework by Lai (2024), we categorize chatbot interactions into key\u00a0SRL processes: defining, seeking, engaging, and reflecting. Results\u00a0show that students predominantly use the chatbot for information retrieval, content summarization, and quiz-based reinforcement,\u00a0with 41% of interactions classified as information search queries\u00a0and 17% as rehearsal. However, engagement with metacognitive\u00a0SRL strategies, such as goal setting and self-evaluation, remains low. Additionally, non-learning interactions, including humor-driven conversations, functional queries, and prompt injection attempts, showcase ways students interact with AI in educational settings. Based on our findings, we propose refinements to the existing\u00a0SRL process-action framework, incorporating new categories to better account for genAI chatbot-specific interactions, such as Evaluation of Information Quality and Reformatting. We discuss implications\u00a0for chatbot integration in MOOCs, emphasizing AI-generated quizzes, structured feedback, and safeguards against misuse.<\/jats:p>","DOI":"10.1007\/978-3-032-00056-9_2","type":"book-chapter","created":{"date-parts":[[2025,9,30]],"date-time":"2025-09-30T22:45:29Z","timestamp":1759272329000},"page":"14-24","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Exploring GenAI Chatbots in\u00a0MOOCs: Analyzing Student Interactions and\u00a0Self-regulated Learning Behaviors"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0009-0005-8484-9160","authenticated-orcid":false,"given":"Benedikt","family":"Br\u00fcnner","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5789-5296","authenticated-orcid":false,"given":"Martin","family":"Ebner","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0267-5215","authenticated-orcid":false,"given":"Sandra","family":"Sch\u00f6n","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,10,1]]},"reference":[{"key":"2_CR1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.iheduc.2015.04.007","volume":"27","author":"J Broadbent","year":"2015","unstructured":"Broadbent, J., Poon, W.: Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review. Internet High. Educ. 27, 1\u201313 (2015). https:\/\/doi.org\/10.1016\/j.iheduc.2015.04.007","journal-title":"Internet High. Educ."},{"key":"2_CR2","series-title":"LNNS","doi-asserted-by":"publisher","first-page":"301","DOI":"10.1007\/978-3-031-85649-5_30","volume-title":"ICL 2024","author":"B Br\u00fcnner","year":"2025","unstructured":"Br\u00fcnner, B., Burgsteiner, H., Sch\u00f6n, S., Ebner, M.: The synergy of educational technologies and self-regulated learning: a systematic scoping literature review. In: Auer, M.E., R\u00fc\u00fctmann, T. (eds.) ICL 2024. LNNS, vol. 1261, pp. 301\u2013315. Springer, Cham (2025). https:\/\/doi.org\/10.1007\/978-3-031-85649-5_30"},{"key":"2_CR3","doi-asserted-by":"publisher","unstructured":"Br\u00fcnner, B., Ebner, M.: InfoFit and beyond: AI chatbots as EdTech tools for self-regulated learning in MOOCs. In: Smith, B.K., Borge, M. (eds.) HCII 2025, vol. 15807, pp. 45\u201360. Springer, Cham (2025). https:\/\/doi.org\/10.1007\/978-3-031-93567-1_4","DOI":"10.1007\/978-3-031-93567-1_4"},{"key":"2_CR4","doi-asserted-by":"publisher","unstructured":"Ebner, M.: iMooX - a MOOC platform for all (universities). In: 2021 7th International Conference on Electrical, Electronics and Information Engineering (ICEEIE), pp. 1\u20135. IEEE (2021). https:\/\/doi.org\/10.1109\/iceeie52663.2021.9616685","DOI":"10.1109\/iceeie52663.2021.9616685"},{"key":"2_CR5","doi-asserted-by":"publisher","unstructured":"Ebner, M., Sch\u00f6ns, S.: Inverse Blended Learning, pp. 16\u201326. Routledge (2019). https:\/\/doi.org\/10.4324\/9780429398476-2","DOI":"10.4324\/9780429398476-2"},{"key":"2_CR6","unstructured":"Etzelstorfer, S.: Comparison of different Chatgpt API versions regarding robustness against context breaks using the chatbot in the informatics-fit MOOC (2024), unpublished Bachelor\u2019s thesis"},{"key":"2_CR7","unstructured":"Gregorac, A., Br\u00fcnner, B., Ebner, M.: Chatbots in education: a systematic rapid literature review. In: Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 652\u2013657. Association for the Advancement of Computing in Education (AACE), Orlando, Florida, United States (2025). https:\/\/learntechlib.org\/primary\/p\/225579\/"},{"key":"2_CR8","unstructured":"Khalil, H., Ebner, M.: MOOCs completion rates and possible methods to improve retention - a literature review. In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014, pp. 1236\u20131244. AACE, Chesapeake, VA (2014)"},{"key":"2_CR9","doi-asserted-by":"publisher","unstructured":"Labadze, L., Grigolia, M., Machaidze, L.: Role of AI chatbots in education: systematic literature review. Int. J. Educ. Technol. High. Educ. 20(1) (2023). https:\/\/doi.org\/10.1186\/s41239-023-00426-1","DOI":"10.1186\/s41239-023-00426-1"},{"issue":"6","key":"2_CR10","doi-asserted-by":"publisher","first-page":"218","DOI":"10.3390\/fi16060218","volume":"16","author":"JW Lai","year":"2024","unstructured":"Lai, J.W.: Adapting self-regulated learning in an age of generative artificial intelligence chatbots. 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