Guardrails or Roadblocks? Effects of Pedagogical Style and Context Awareness in AI Teaching Assistants for Programming
The findings suggest that guardrailed AI TAs are not automatically better for learning, and their effectiveness depends on how pedagogical guidance and contextual awareness are balanced in ways that students experience as useful, supportive, and worth continuing to use.
Madeleine Eastwood, Harshith Narne, Joseph Hilby et al.
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