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.
By Marina Lepp
arXiv:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
By Ethan Dickey, Andres Bejarano, Rhianna Kuperus, B\'arbara Fagundes
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.
By Griffin Pitts, Neha Rani, Weedguet Mildort
arXiv:2606. 00038v1 Announce Type: cross Abstract: Artificial intelligence (AI) literacy is increasingly recognized as a foundational competency for all university graduates.
By J. Paul Liu, Rachel Levy
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.
By Mengqian Wu
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.
By Alex Liu, Min Sun, Lief Esbenshade, Michael Xiao, Victor Tian, Zachary Zhang, Kevin He