Deliang Wang, Cunling Bian — AIED 2026 (accepted full paper). 📄 Full text (arXiv)
Synthesis
A three-week GenAI course for 78 ethnic minority preparatory students in China integrated a human-in-the-loop workflow and teacher modeling with contrasting cases to move students from passive consumption to critical co-creation with GenAI.
Using epistemic network analysis of collaborative discourse, thematic analysis of reflections, and paired-samples t-tests on prompt self-efficacy, the study documents 'strategic repurposing': students initially instrumentalized strategy talk to coordinate efficient copying before shifting toward genuine critical engagement.
The design specifically targets the cognitive-laziness risk of GenAI in equity contexts — where broader access could otherwise become an answer-engine shortcut — by scaffolding prompt engineering as a thinking practice.
Results indicate pedagogical scaffolding can transform how minoritized students engage GenAI, with implications for prompt self-efficacy and collaborative discourse quality; findings support scaffolded rather than open-ended GenAI use for equity populations.
Related Pages
Citation
APA: Wang, D., & Bian, C. (2026). Scaffolding critical engagement with GenAI: Transforming ethnic minority preparatory students' collaborative discourse in prompt engineering tasks. AIED 2026. arXiv:2607.28630.