arXiv:2603. 04982v3 Announce Type: replace-cross Abstract: Can targeted user training unlock the productive potential of generative artificial intelligence in professional settings?
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arXiv:2606. 28749v1 Announce Type: cross Abstract: Although most undergraduates now use large language models (LLMs), a form of generative artificial intelligence (GenAI) for academic writing, no validated method distinguishes the qualitatively different ways students rely on them.
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.
arXiv:2605. 21629v2 Announce Type: replace-cross Abstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes?
The study examines how Large Language Models (LLMs) can exhibit an ‘inertia of confidence’, giving incorrect legal verdicts with high certainty, and tests this on Indian Contract Act cases. Phase I audits ChatGPT, Meta AI, and Perplexity AI, introducing the High‑Confidence Error Rate (HCER) to measure dangerous certainty, finding Meta AI most prone to errors. Phase II surveys 380 Indian law students, revealing that exposure to hallucinated citations increases verification efforts but most students lack formal ethical AI training.
arXiv:2609.00549v1 Announce Type: new Abstract: Large Language Model (LLM) agents increasingly rely on external skills, yet standard evaluations obscure whether retrieving these skills actually helps...
arXiv:2606. 01375v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly entering students' learning practices, but their educational value depends on whether they support reasoning or enable task completion without engagement.