Preliminary findings indicate that learners in the XAI condition demonstrated higher engagement and greater conceptual gains compared with control conditions, and moderation analysis suggested that emotional stress may influence engagement stability during explanation-supported learning.
Advances in generative artificial intelligence (AI) have enabled educators to create increasingly sophisticated interactive learning materials, yet relatively little research has examined how learners engage with and persist in such interventions over time. This exploratory case study investigated learner engagement an...
Charlotte L. Briggs· European Journal of Teaching...· 0 citations
This study investigates how Large Language Model (LLM)-based conversational AI and human teacher intervention affect the development of Second Language (L2) Interactional Competence (IC). Employing a two-phase qualitative research design, the study first analyzes interaction texts and reflective journals from five coll...
Ji-Jing Xing· Lecture Notes in Education P...· 0 citations
Differences in students’ pedagogical analysis across unmediated and AI-mediated response conditions in early childhood teacher education indicate that AI-mediated and prompt-structured conditions may support more organized written responses, but they do not necessarily demonstrate independently internalized analytical...
R. Pangastuti, Mukhoiyaroh, Rina Insani Setyowati et al.· Journal of General Education...· 0 citations
Recent AI-assisted language learning research has focused mainly on reactive chatbots that respond to prompts but offer limited support for planning, monitoring, and follow-up. This study examined whether a bounded agentic AI environment designed as process scaffolding would be associated with stronger ESL outcomes tha...
Roland A. Niez, Joedel O. Peñaranda, Maribel N. Zipagan et al.· Theory and Practice in Langu...· 0 citations
How students interact with artificial intelligence (AI) systems in educational settings may determine whether that interaction supports or displaces critical thinking. This paper introduces two contributions. The first is the Three Paths of Student-AI Interaction, a typological framework identifying three qualitatively...
The results suggest that the pedagogical behavior of AI tutors may not be easily steered through system prompts alone: embedding established SRL and CE frameworks did not produce detectable improvements on any preregistered outcome in a large, ecologically valid deployment.
Maximilian Georg Barth, Sverrir Thorgeirsson, K. Etemadi et al.· International Computing Educ...· 0 citations
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