| Sumario: | Background: With the development of artificial intelligence (AI) technology, generative AI has been widely used in the field of education and represents a groundbreaking shift in overcoming the constraints of time and space within educational activities. However, previous literature has not paid enough attention to AI‐involved teaching patterns, and it is necessary to evaluate the effects of this learning pattern. Objective s : Based on the social presence theory and the community of inquiry model, the main purpose of this study is to evaluate whether and how interaction frequency with chatbots (IFC) affects people's learning autonomy (LA) under two preferences: knowledge acquisition and virtual companionship, and whether social presence (SP) plays a mediating role. Methods: The 1‐year longitudinal study was designed to be conducted from May 2022 to May 2023 and included three rounds of surveys of 1155 undergraduate students on their use of robots for learning. Results and Conclusions: For learners preferring virtual companionship, no direct correlation was found between IFC and LA. However, SP acted as a mediating factor, enhancing LA through increased chatbot interactions. This suggests that while direct interactions may not directly influence LA, the resulting SP can foster it. Conversely, for learners favouring knowledge acquisition, higher IFC negatively impacted both SP and LA. Despite this, a strong sense of SP consistently correlated positively with LA, indicating it could offset some negative effects of frequent chatbot use. Lay Description: What is already known about this topic: Generative artificial intelligence (AI), including chatbots, is revolutionizing the educational landscape by providing new means for knowledge acquisition and emotional support.Previous studies have emphasized the potential benefits of AI in education, such as personalized learning experiences and instant feedback. However, there is a gap in research regarding AI's impact on learning autonomy, and the role of social presence in AI‐assisted learning hasn't been thoroughly explored. What this paper adds: This research investigates the influence of interaction frequency with chatbots on students' learning autonomy, considering two different interaction preferences: virtual companionship and knowledge acquisition.Findings reveal that students who interact with chatbots as virtual companions experience a positive correlation between interaction frequency, social presence, and learning autonomy. In contrast, for students who use chatbots primarily for knowledge acquisition, increased interaction is negatively associated with learning autonomy and social presence.The study highlights social presence as a key mediator in the relationship between chatbot interactions and learning autonomy, offering new insights into how AI affects educational outcomes. Pedagogical implications: This research underscores the importance of integrating generative AI into educational settings in a way that maximizes benefits and minimizes potential downsides. For educators, it highlights the potential of AI as a tool for enhancing student engagement and autonomy, particularly when AI is used to provide not just informational support but also emotional companionship.For developers of educational technology, the findings suggest a need to design AI interfaces and interactions that promote a sense of social presence, thereby supporting more effective and autonomous learning.In classrooms and digital learning environments, it becomes crucial to balance the use of AI for knowledge acquisition with opportunities for social interaction, ensuring that students not only gain information but also develop the skills and motivation for autonomous learning.By bridging the gap between technology and pedagogy, this study provides valuable directions for enhancing the educational experience in the digital age, promoting a learning environment where AI complements human interaction and supports the development of autonomous learners.
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