arXiv:2606. 12441v1 Announce Type: cross Abstract: The four dominant learning theories of behaviorism, cognitivism, constructivism, and connectivism show significant conceptual limitations as generative artificial intelligence (AI) proliferates in educational settings.
By Shan Li, Juan Zheng
arXiv:2607. 24755v1 Announce Type: cross Abstract: This full research paper examines how different forms of learner-AI interaction relate to learning outcomes in object-oriented programming (OOP) courses.
By Marina Lepp
arXiv:2511. 13271v2 Announce Type: replace-cross Abstract: The rise of Generative AI (GenAI) tools like ChatGPT has created new opportunities and challenges for computing education.
By Rufeng Chen, Shuaishuai Jiang, Jiyun Shen, AJung Moon, Lili Wei
arXiv:2607. 14046v1 Announce Type: new Abstract: This paper presents Earthquaker-AI, a hybrid educational framework building upon a previously implemented educational robotics project by integrating a conversational AI assistant based on Retrieval-Augmented Generation.
By Xanthi Kokkinou, Chaido Mizeli, Nafsika Koulaxidou, Marina Delianidi, Konstantinos Diamantaras
arXiv:2602. 12873v5 Announce Type: replace-cross Abstract: Generative social robots (GSRs) powered by large language models enable adaptive, conversational tutoring but also introduce risks such as misinformation, overreliance, and privacy violations.
By Stephan Vonschallen, Dominique Oberle, Theresa Schmiedel, Friederike Eyssel
arXiv:2606. 12767v1 Announce Type: new Abstract: Evaluating procedural reasoning in AI-supported learning systems requires question-answer datasets that are both learner-like and grounded in the instructional knowledge the system is expected to use.
By Sarah Elshabrawy, Rahul K. Dass, Ashok K. Goel