arXiv:2607. 28889v1 Announce Type: cross Abstract: Qualitative researchers increasingly encounter interaction corpora whose scale exceeds what manual coding alone can address, and large language models (LLMs) are frequently proposed as analytic assistants.
arXiv:2607. 28890v1 Announce Type: cross Abstract: Evaluations of LLM-assisted qualitative coding almost universally measure model performance as agreement with human coders, a practice that presumes human coding is the standard to approximate.
arXiv:2606. 12422v1 Announce Type: cross Abstract: The integration of large language models (LLMs) into educational assessment represents a transformative shift in classroom grading practices.
arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
arXiv:2606. 26541v1 Announce Type: new Abstract: Data from affected populations are crucial for informing humanitarian response, but their value depends on timely and consistent interpretation of nuanced accounts of need.
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
arXiv:2507. 04491v2 Announce Type: replace-cross Abstract: Large language models (LLMs) are rapidly being integrated into psychological and behavioral research as research tools, evaluation targets, human simulators, and cognitive models.
arXiv:2606. 02255v1 Announce Type: cross Abstract: Human annotation is the empirical foundation of much NLP research, from dataset construction to model evaluation, but papers often leave unclear who produced the annotations and how the annotation process was controlled.
arXiv:2606. 06546v1 Announce Type: new Abstract: Evaluating large language models (LLMs) for education requires measuring how models teach, not only what they know.
arXiv:2608. 15630v1 Announce Type: cross Abstract: The rapid development and growing deployment of large language models (LLMs) have made it increasingly important to understand their capabilities.
Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles.
arXiv:2606. 08676v1 Announce Type: cross Abstract: AI coding assistants have significantly improved developer productivity by automatically suggesting code that aligns with user intent, and many of these tools are now integrated directly into Integrated Development Environments (IDEs).