Generative Artificial Intelligence (GAI) has high potential to help address a diversity of educational challenges. In principle, GAI could facilitate the implementation of interactive and empowering pedagogical activities to complement the standard teaching strategies and favor students active engagement, understanding and control over their learning processes. These dimensions are indeed fundamental for a better learning experience and longer-lasting cognitive outcomes. However, several characteristics of the interactions with GAI such as continuous confidence in the generated answers, and the lack of pedagogical stance in their behavior may lead students to poor states of control over learning (e.g. over-reliance on pre-generated content, over-estimation of one's own knowledge, loss of curious and critical-thinking sense, etc). The fine line between the two settings seems to lie in how this technology is used to carry out the pedagogical activities (e.g. types of interactions allowed, level of controllability by students, level of involvement of educators, etc) as well as to what extent students have the relevant skills (cognitive, metacognitive and GAI literacy) that allow them to correctly evaluate, analyze and interpret the system behaviors. In this context, this article proposes to identify some of the opportunities and challenges that could arise wrt students control over their learning when using GAI during formal pedagogical activities. In a second step, we also discuss the types of trainings that could be relevant to offer students in order to provide them with the appropriate set of skills that can help them use GAI in informed ways, when pursuing a given learning goal.

翻译：生成式人工智能（GAI）在解决教育领域多样化挑战方面具有巨大潜力。原则上，GAI能够促进交互式和赋权式教学活动的实施，从而补充标准教学策略，并支持学生的主动参与、理解及对学习过程的掌控。这些维度对于获得更佳学习体验和更持久的认知成果至关重要。然而，与GAI交互的若干特征（如对生成答案的持续信任、缺乏教学姿态的行为）可能导致学生陷入对学习掌控的不良状态（例如过度依赖预生成内容、高估自身知识水平、丧失好奇心和批判性思维等）。这两种情境间的微妙界限似乎取决于技术如何被用于开展教学活动（如允许的交互类型、学生的可控程度、教育者的参与水平等），以及学生是否具备相关技能（认知、元认知与GAI素养）以正确评估、分析和解释系统行为。在此背景下，本文旨在识别在正式教学活动中使用GAI时，学生对其学习掌控可能面临的机遇与挑战。其次，我们还将探讨适合为学生提供的培训类型，使其在追求特定学习目标时，能够获得相应的技能组合，从而以明智的方式使用GAI。