arXiv:2602. 09907v3 Announce Type: replace-cross Abstract: College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement.
By Yue Fu, Joel Wester, Niels Van Berkel, Alexis Hiniker
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:2505. 00100v2 Announce Type: replace-cross Abstract: Background and Context.
By Ethan Dickey, Andres Bejarano, Rhianna Kuperus, B\'arbara Fagundes
The study compares three AI interaction designs for learning nuclear safety protocols: an unrestricted conversational bot, a Socratic hint‑guided bot, and an adaptive tutoring system that uses brain‑derived cognitive engagement. Fifty participants, with no prior knowledge, completed a video lesson, pre‑test, AI‑driven assessment, and post‑test. Results showed the unrestricted bot yielded the highest learning gains, the adaptive system produced the greatest EEG engagement, and usage patterns revealed that unrestricted users mainly sought direct answers while Socratic users initially tried reasoning before disengaging.
By Alexandre Clin Deffarges, Nataliya Kosmyna, Pattie Maes
The study analyzes 20,462 student turns from 1,260 sessions with a guided LLM chemistry tutor, identifying 6,630 impasse turns categorized as conceptual errors, expressed uncertainty, or help‑seeking. Three tutoring conditions—baseline, no‑direct‑answer, and guided—were simulated, revealing that the baseline tutor often gave direct answers, the no‑direct‑answer tutor always asked follow‑up questions, and the guided tutor varied its responses based on context. Impasse trajectories showed that each additional impasse turn reduced the likelihood of recovery, while addressing errors became increasingly beneficial compared to repeated scripted questioning.
By Bakhtawar Ahtisham, Kirk Vanacore, Alessandra Napoli, Josh Arens, Ksenia Ionova, Clayton Cohn, Shima Salehi, Rene Kizilcec
Does unrestricted AI access bypass the cognitive effort required for learning, or does it streamline knowledge acquisition? This paper reports on a study where we compare three designs for user-AI int...