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📄 Research Article

How YouTube Frames ChatGPT Use in Education: An Epistemic Network Analysis with Supporting Multimodal Metadata

● high · 2026-07-10ai-literacy, student-experience, academic-integrity, higher-ed, generative-ai, self-regulated-learning, llm, scaffolding, teacher-role

Uses epistemic network analysis of multimodal YouTube metadata (transcripts, titles, thumbnails, comments) to show how different creator groups frame ChatGPT use in education, revealing divergent narratives around learning support versus academic-integrity risk. The work connects to broader debates about how Generative AI systems reshape Student Experience and the conditions under which AI support scaffolds rather than undermines learning. It has direct implications for Pedagogy AI Mistakes and the risk of Over Reliance when assistants absorb too much of the cognitive load. Findings also bear on AI Literacy and Self Regulated Learning, and on how institutions should govern Student Experience and Academic Integrity. Practitioners in Higher Ed and teachers can use the evidence to calibrate when to deploy LLM-based help and how to pair it with feedback that preserves learning gains.

Connected Concepts

  • Generative AI
  • Student Experience
  • Scaffolding
  • Over Reliance
  • AI Literacy
  • Self Regulated Learning
  • Academic Integrity
  • Higher Ed
  • Teacher Role
  • LLM
  • Feedback Loop

    • Connected Articles

  • Pedagogy AI Mistakes

    • Citation

    L. Xiao, G. Chen, Y. Zhang et al. (2026). How YouTube Frames ChatGPT Use in Education: An Epistemic Network Analysis with Supporting Multimodal Metadata. arXiv:2607.08698.