arXiv:2606. 09831v1 Announce Type: cross Abstract: As classroom cohorts expand, team teaching is increasingly used to integrate the expertise and pedagogical perspectives of multiple teachers.
By Yuchen Liu, Roberto Martinez-Maldonado, Riordan Alfredo, Paola Mejia-Domenzain, Dwi Rahayu, Sadia Nawaz
The study investigates how large language model (LLM) agents influence consensus formation in mixed human‑AI groups during a collaborative description game. Three regimes emerge: low agent proportions lead to human‑led consensus, intermediate proportions disrupt convergence, and high proportions produce strong, agent‑led consensus. The resulting consensus differs in semantic grounding and communicative form, with human‑led consensus being concrete and holistic, and agent‑led consensus being abstract and geometrically segmented.
By Lin Chen, Ziyi Liu, Xia Hu, Yong Li
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.
By Deliang Wang, Cunling Bian
The paper examines how conversational AI, specifically ChatGPT, displays aspects of cooperative dialogue such as morality, politeness, and alignment compared to human-human conversations. Using over 26,000 multi‑turn dialogues and mixed‑effects modeling, the authors find that AI mimics the surface features of cooperation—like warmth and hedging—yet lacks the underlying social architecture that drives mutual adaptation. Key findings include a dissociation between AI’s moral output and human negotiation, a decline in linguistic convergence, and a reversal of typical human accommodation mechanisms when interacting with AI.
By Marina Mitiaeva, Lu Xiao
arXiv:2607. 12180v1 Announce Type: cross Abstract: An AI teammate's design properties (personality, communication style, when it speaks) can shape a team's trust, coordination, and decisions.
By Mohammad Amin Samadi, Pedro Martins De Bastos, Jaeyoon Choi, Spencer JaQuay, Seehee Park, Nia Nixon
arXiv:2603. 22793v2 Announce Type: replace Abstract: Classroom AI systems increasingly infer high-level educational states such as engagement, confusion, collaboration, participation, and instructional quality from multimodal and linguistic signals.
By Sina Bagheri Nezhad