arXiv:2606. 10881v1 Announce Type: new Abstract: Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.
By Fei Qin, Xiaobo Liu, Yaowen Zhang, Xuming Li, Fei Wang, Mutlu Cukurova, Jingjing Chen, Yu Zhang
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
Generative artificial intelligence (GenAI) has entered classrooms faster than teachers have been prepared to use it well, producing a GenAI literacy lag in which technological diffusion outpaces educators' conceptual, pedagogical, and ethical readiness. Established AI literacy frameworks predate the widespread adoption of large language models and, while acknowledging ethics, position it as a discrete competency rather than a constitutive commitment, with equity and agency as supplementary design principles.
arXiv:2609.07715v1 Announce Type: cross
Abstract: The hype around generative AI seems to promise unprecedented productivity (and learning) gains. However, these technologies' increasing agentic featu...
By Luis P. Prieto, Yannis Dimitriadis
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),...
By Aditya Johri, Cory Brozina, Akriti Bagale
The study investigates how generative AI (GenAI) affects student learning in AI-related courses, using survey data from 118 students across 12 courses. Four distinct user clusters were identified—high-use, light-use, and two moderate-use groups—each showing varying benefits and reliance patterns. The research highlights that early reliance, evaluation literacy, and instructor policies significantly influence perceived academic benefits and negative impacts, underscoring the need for institutional policies to address inequities in AI use.
By Lydia Manikonda, Mei Si, Sirajam Munira, Oshani Seneviratne, Kristin Bennett