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The introduction of generative artificial intelligence applications to the public has led to heated discussions about its potential impacts and risks for K-12 education. One particular challenge has been to decide what students should learn…
AI-enabled systems are increasingly introduced into educational contexts, yet their effectiveness depends less on technological sophistication than on the quality of pedagogical mediation, ethical constraints, and context-sensitive design.…
AI systems are increasingly embedded in practices where humans have traditionally exercised epistemic agency, the capacity to actively engage in knowledge formation and validation. This paper argues that understanding AI's impact on…
Mathematical modelling (MM) is a key competency for solving complex real-world problems, yet many students struggle with abstraction, representation, and iterative reasoning. Artificial intelligence (AI) has been proposed as a support for…
In the face of rapidly advancing AI technology, individuals will increasingly rely on AI agents to navigate life's growing complexities, raising critical concerns about maintaining both human agency and autonomy. This paper addresses a…
Generative AI research increasingly confronts a shared problem: systems must sustain yet govern their own generative activity when uncertainty is high, evidence is missing, or context is insufficient. This position paper argues that…
As AI increasingly enters the classroom, what changes when students collaborate with algorithms instead of peers? We analyzed 36 undergraduate students learning graph theory through peer collaboration (n=24) or AI assistance (n=12), using…
As artificial intelligence (AI) increasingly shapes decision-making across domains, there is a growing need to support AI literacy among learners beyond computer science. However, many current approaches rely on programming-heavy tools or…
University students and working professionals are increasingly encountering generative artificial intelligence (AI) in education and practice, yet their approaches and outcomes differ markedly. This paper proposes an academic study…
As design thinking education grows in secondary and tertiary contexts, educators face the challenge of evaluating creative artefacts that combine visual and textual elements. Traditional rubric-based assessment is laborious, time-consuming,…
People supported by AI-powered decision support tools frequently overrely on the AI: they accept an AI's suggestion even when that suggestion is wrong. Adding explanations to the AI decisions does not appear to reduce the overreliance and…
This paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse…
The growing integration of AI tools in student design projects presents an unresolved challenge in HCI education: how should AI-generated content be cited and documented? Traditional citation frameworks -- grounded in credibility,…
The availability and increasing integration of generative AI tools have transformed computing education. While AI in education presents opportunities, it also raises new concerns about how these powerful know-it-all AI tools, which are…
Generative AI(GenAI) is a kind of AI model capable of producing human-like content in various modalities, including text, image, audio, video, and computer programming. Although GenAI offers great potential for education, its value often…
Trust and reliance are often treated as coupled constructs in human-AI interaction research, with the assumption that calibrating trust will lead to appropriate reliance. We challenge this assumption in educational contexts, where students…
This study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it's crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can…
As generative AI becomes increasingly integrated into higher education, its frequent errors and hallucinations, often seen as limitations, offer a unique pedagogical opportunity. By framing AI as a ``learning companion'' whose imperfect…
This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various…
Generative AI (GenAI) is increasingly used in collaborative learning, yet its effects on how groups regulate collaboration remain unclear. Effective collaboration depends not only on what groups discuss, but on how they jointly manage…