arXiv:2607. 00211v1 Announce Type: new Abstract: Epistemic thinking plays a central role in students' learning processes when applying generative artificial intelligence (GenAI), particularly in programming contexts where learners must construct queries, evaluate and validate AI-generated outputs, and regulate problem-solving strategies.
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.
The study examined how different designs of AI teaching assistants (AI TAs) affect students in an introductory programming course. Four AI TAs were compared based on pedagogical style (Socratic vs. Direct instruction) and context awareness (no context vs. full context). Results showed that the Socratic AI TA with full context received the lowest favorability ratings, had the highest interaction stress, the most external LLM use, and the lowest comprehension outcomes, though differences were not statistically significant.
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:2607. 28630v1 Announce Type: cross Abstract: Generative AI (GenAI) holds significant promise for advancing educational equity among ethnic minority students by broadening access to learning resources and mitigating linguistic barriers.
arXiv:2607. 24755v1 Announce Type: cross Abstract: This full research paper examines how different forms of learner-AI interaction relate to learning outcomes in object-oriented programming (OOP) courses.
arXiv:2511. 13271v2 Announce Type: replace-cross Abstract: The rise of Generative AI (GenAI) tools like ChatGPT has created new opportunities and challenges for computing education.
arXiv:2606. 00040v1 Announce Type: cross Abstract: As Generative AI (GenAI) becomes integral to education, fostering GenAI literacy is critical.
The paper introduces Beacon, a course‑specific Retrieval‑Augmented Generation (RAG) system that offers private, module‑aligned academic support to students. By grounding responses in approved teaching materials, Beacon aims to lower barriers to help‑seeking and encourage independent learning, especially in computing education where tasks are cumulative and demanding. Evaluation through questionnaires and interviews showed students found Beacon’s responses trustworthy and closely aligned with course content, viewing it as a useful first point of support before consulting lecturers or official resources.
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:2609.06095v1 Announce Type: cross Abstract: Motivation: Undergraduate computing students increasingly turn to generative AI (GenAI) tools to understand abstract concepts through analogies. Anal...
arXiv:2512. 12413v2 Announce Type: replace Abstract: Generative AI tools are increasingly embedded in everyday work and learning, yet their fluency, opacity, and propensity to hallucinate mean that users must critically evaluate AI outputs rather than accept them at face value.