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.
By Fendi Tsim, Alina Gutoreva
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
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
arXiv:2606. 05509v1 Announce Type: cross Abstract: Generative artificial intelligence (AI) is increasingly used to support self-directed learning, yet student interaction with such systems often remains unstructured, limiting engagement in deeper cognitive processes.
By Xiaoyu Hou, Bo Xiao, Hexu Liu, Shane Mueller
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i. e.
arXiv:2608. 05545v1 Announce Type: cross Abstract: Generative AI used as a capable servant has greatly accelerated intellectual work, but it also risks eroding human epistemic agency by encouraging uncritical acceptance of AI-generated reasoning.
By Riichiro Mizoguchi, Tomoki Aburatani, Kento Koike, Machi Shimmei