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: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.
The paper "Environmental Slow AI: Design Principles for Generative Systems" argues that generative AI reflects embedded cultural values that can be reshaped. It proposes five design principles—restraint, sufficiency, selectivity over retention, material visibility, and friction as affordance—grounded in environmental sustainability and the Slow AI tradition. Each principle is illustrated with current system designs and operates at both implementation and interpretive levels to restore human agency and encourage reflective engagement.
arXiv:2602. 12873v5 Announce Type: replace-cross Abstract: Generative social robots (GSRs) powered by large language models enable adaptive, conversational tutoring but also introduce risks such as misinformation, overreliance, and privacy violations.
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),...
The paper titled "With a Thermomix You Lose the Ability to Cook: A Kitchen Machine Analogy for Applications of Generative AI in Education" uses the Thermomix kitchen appliance as an analogy to explore how generative AI tools like ChatGPT are adopted in education. By mapping Thermomix use cases onto learning scenarios and situating them within the ICAP and SAMR frameworks, the authors illustrate how different modes of tool use can either support or undermine meaningful engagement and learning. The study emphasizes that the key issue is not merely whether learners use AI, but how such use shapes their learning processes, offering a conceptual lens for researchers and practitioners to critically examine and guide AI integration in education.
arXiv:2606. 15601v1 Announce Type: cross Abstract: We introduce SCAN -- a human-centric decision-making framework to facilitate learners for effective task allocation with Generative Artificial Intelligence (GenAI) based on Vygotsky's Zone of Proximal Development and Metacognition.
arXiv:2607. 01776v1 Announce Type: cross Abstract: In the age of AI, what will be good knowledge?
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:2607. 05406v1 Announce Type: cross Abstract: Large language models generate code from natural language prompts, enabling "vibe coding," which allows non-programmers to develop computational solutions.
arXiv:2606. 13196v1 Announce Type: new Abstract: Recent AI systems can generate texts, software architectures, hypotheses, designs, and scientific workflows that appear creative.