arXiv:2607. 08748v1 Announce Type: new Abstract: In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education.
Machine-generated by The Flow from the publisher's headline and feed description — not written or checked by a human. The full article lives at arXiv AI.
arXiv:2606. 15766v1 Announce Type: new Abstract: A central pedagogical value evaluated in AI tutor benchmarks is scaffolding: guiding students through graduated steps toward a solution.
We’re releasing a guide for teachers using ChatGPT in their classroom—including suggested prompts, an explanation of how ChatGPT works and its limitations, the efficacy of AI detectors, and bias.
arXiv:2505.08894v2 Announce Type: replace-cross Abstract: Large language model (LLM) chatbots are increasingly reaching users through messaging platforms (e.g. WhatsApp). However, these systems remai...
arXiv:2607. 12296v1 Announce Type: cross Abstract: With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions.
The study explores how children design AI chatbots and what they consider trustworthy. Using a custom chatbot-building environment, 115 learners aged 8‑18 created 119 chatbots and adjusted traits such as confidence, transparency, and formality. Findings show younger children equate trust with purpose‑fulfillment, while older children focus on transparent, calibrated design, and that students calibrate academic chatbots to be more formal and transparent than hobby ones.