arXiv:2602. 09907v3 Announce Type: replace-cross Abstract: College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement.
arXiv:2602. 09907v2 Announce Type: replace-cross Abstract: College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
arXiv:2606. 07544v1 Announce Type: cross Abstract: Middle school is a key window for building core academic skills and the learning routines students carry into later grades, yet many students still fall behind because help is often limited and comes too late, after they have already been stuck for a while.
Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively. Generative AI offers a credible means of addressing the provision challenge, but students' uptake of AI-generated feedback remains limited.
arXiv:2608. 16907v1 Announce Type: cross Abstract: Generative AI (GenAI) is rapidly reshaping education by unlocking the potential for personalized tutoring.
arXiv:2606. 15766v1 Announce Type: new Abstract: A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution.
arXiv:2607. 21306v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems.
arXiv:2608. 11625v2 Announce Type: replace Abstract: Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively.
arXiv:2608. 11625v1 Announce Type: new Abstract: Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively.
arXiv:2608. 01366v2 Announce Type: replace-cross Abstract: Large language models (LLMs) are integral to complex intellectual tasks, yet output quality remains constrained by user-provided prompts.
arXiv:2604. 01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools.