Amanlou et al. (2026) — arXiv:2606.01375.
Experimental study comparing Guided vs. Unrestricted LLM access. Explicit training in reasoning-focused scaffolding (stepwise hints, verification) led to significantly better independent performance and self-assessment calibration compared to uncritical reliance. This work emphasizes that ai-literacy is a developmental capacity requiring structured scaffolding and prompt-engineering discipline. It connects to the need for curriculum-design that targets metacognition and agentic-workflows rather than just syntax mastery.
Related Pages
- ai-literacy — central theme of current research
- scaffolding — critical for effective AI interactions
- curriculum-design — institutional response to agentic shifts
- metacognition — the barrier to uncritical reliance
- agentic-workflows — the professional future of AI use