🏷️ student-ai-interaction
11 pages tagged with student-ai-interaction(10 articles, 1 concepts)
📄 HAIML: A Human-Centered AI Metacognitive Learning Model — A Framework for Human Agency and Reflective Learning in the Age of Artificial Intelligence
> **Synthesis:** HAIML is a human-centered framework for learning in AI-supported environments that preserves human agency, metacognitive awareness, ethical reasoning, and personal responsibility. Gro…
2026-08-12 · metacognition, self-regulated-learning, human-in-the-loop, ai-literacy, cognitive-offloading
🏷️ Pedagogical Agent
> **Synthesis**: Pedagogical agents are AI-driven conversational interfaces embedded in learning environments that use pedagogical strategies (eliciting, telling, scaffolding) to support learner engag…
📄 Enacting Constructive Conflicts with AI Agents to Enhance Reconsideration among Novice Interaction Designers
> **Synthesis:** Investigates adversarial AI design agents that enact constructive conflict to prompt reconsideration in novice designers. Between-subjects experiment (N=48) comparing adversarial vs. …
📄 When Agents Learn to Be You: Benchmarking Privacy Leakage, Impersonation Risk, and Defenses in Persona Skills
> **When Agents Learn to Be You: Benchmarking Privacy Leakage, Impersonation Risk, and Defenses in Persona Skills** — Introduces AntiSkillBench with 7,500 persona-grounded dialogue traces from 50 beha…
📄 Measuring Cognitive Engagement in Collaborative Discourse with an Extended ICAP Framework: Comparing Human Annotation, In-Context Learning, and Reflective LLM Agents
> **Lan Anh Do, Hanling Jiang, Shuchin Aeron, Ayanna K. Thomas** — CogSci 2026 (accepted full paper).…
2026-08-03 · llm, collaborative-learning, learning-analytics, nlp-education, collaborative-ai-tutoring
📄 To Facilitate or not to Facilitate: Human and LLM Facilitator Tendencies in Online Discussions
> **Dimitris Tsirmpas, Katerina Korre, John Pavlopoulos** — arXiv preprint (2026).…
📄 Sycophantic AI makes human interaction feel more effortful and less satisfying over time
> Ibrahim, Hafner, Cheng, Lee, Anselmetti, Willer, Rocher & Yang (2026) provide large longitudinal experimental evidence (N = 3,075; 12,766 conversations; three-week census-representative U.S. sample)…
📄 Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators
> Pitts, Rani & Mildort (2026, AIED) show with 432 undergraduates that **higher trust in an AI assistant is associated with lower appropriate reliance**: students who trusted the assistant more were w…
📄 Constructing Epistemic AI Literacy: Detecting Epistemic Aims and Processes in Student-AI Co-Programming
**Mengqian Wu (2026)** Epistemic thinking — understanding how knowledge is constructed and justified — plays a central role in [[ai-literacy]], particularly when students co-program with generative AI…
📄 Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI
**Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, Man Su (2026)** As AI technologies enter [[k-12]] classrooms, understanding how different stakeholders perceive thes…
📄 Teacher-Authored Prompts for Configuring Student-AI Dialogue: K-12 Classroom Implementation
This large-scale K-12 deployment provides empirical evidence that teacher-authored prompts can reliably shape the cognitive quality of student-AI dialogue at classroom scale. The TASD system lets teac…