Adaptive Scaffolding Needs Contingency: An AI Tutor That Escalates and Fades on What the Learner Does
Coding assistants raise task performance, but learners plan and monitor less. Giving less away, the usual fix, conflates two things: how much work a system carries (cognitive load) and what the learner must decide before help arrives (metacognitive demand). Our principle, preserved metacognitive demand, holds the secon...
Xin-Meng Hou, Yuxuan Weng, Chin-Hsien Yeh et al.
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