arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
arXiv:2411. 00631v2 Announce Type: replace-cross Abstract: This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy.
arXiv:2606. 23991v1 Announce Type: new Abstract: What is an agent?
arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
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.
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:2608.21391v1 Announce Type: cross Abstract: In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI),...
arXiv:2608. 07965v1 Announce Type: new Abstract: Gamification is especially effective in learning domains requiring active problem-solving and iterative skill-building, such as cybersecurity education.
The article presents a minimal working model for large language model (LLM) systems, emphasizing four key distinctions—pretraining vs. deployment, distribution vs. samples, types of memory, and task competence vs. agency. Using this framework, it diagnoses six common misconceptions about LLMs (next‑token prediction, regression to the mean, training‑data regurgitation, model memory, alignment, and understanding), explaining what each misconception captures correctly, where it conflates distinctions, and the implications for evaluation, design, and governance. The model is applied to AI policy language, illustrating how policy can misrepresent these distinctions and offering a diagnostic toolkit to correct such errors.
The paper proposes a developmental framework for autonomous artificial agents that emphasizes learning social norms and alignment through direct interaction with dynamic environments. It argues that intrinsic motivations such as curiosity and competence can guide exploration, but also complicate alignment with human goals. By drawing parallels to child development, the authors suggest that regulatory sandboxes serve as pedagogical spaces where agents gradually acquire moral agency and adapt their behaviors through experience and cooperation.
arXiv:2607. 05411v1 Announce Type: cross Abstract: Higher education institutions are increasingly expected to ensure that both students and staff develop Generative AI (GenAI) literacies.