arXiv:2606. 00250v1 Announce Type: cross Abstract: Investigating the degree to which large language models (LLMs) affect teaching and learning in universities can help identify strategies for integrating LLMs in a way that supports, rather than undermines, student learning outcomes.
Summary generated by The Flow from the publisher's feed. The full article lives at arXiv AI.
arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
arXiv:2603. 04982v3 Announce Type: replace-cross Abstract: Can targeted user training unlock the productive potential of generative artificial intelligence in professional settings?
arXiv:2606. 01375v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly entering students' learning practices, but their educational value depends on whether they support reasoning or enable task completion without engagement.
arXiv:2601. 11541v2 Announce Type: replace-cross Abstract: To address the scalability of feedback in computer science while mitigating the privacy and cost limitations of commercial Large Language Models (LLMs), this study evaluates a locally hosted Small Language Model (SLM).
arXiv:2608. 11625v1 Announce Type: new Abstract: Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively.
arXiv:2606. 20152v1 Announce Type: cross Abstract: Recent advances in Large Language Models (LLMs) have substantially transformed Automated Essay Scoring (AES), yet the internal mechanisms underlying LLM-based scoring remain poorly understood.