Related papers: Balancing Teacher and Student Agency: Co-Orchestra…

With the growing use of artificial intelligence in classrooms and online learning, it has become important to understand how students actually interact with AI tools and how such interactions match with traditional ways of learning. In this…

Data storytelling workflows ask learners to integrate analytical, design, and narrative skills, but instructors rarely have the capacity to provide detailed feedback at each step. Computational and AI-assisted storytelling offers…

A good teacher should not only be knowledgeable, but should also be able to communicate in a way that the student understands -- to share the student's representation of the world. In this work, we introduce a new controlled experimental…

This paper presents a multi-dimensional view of AI's role in learning and education, emphasizing the intricate interplay between AI, analytics, and the learning processes. Here, I challenge the prevalent narrow conceptualisation of AI as…

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations…

Generative AI is no longer a peripheral tool in higher education. It is rapidly evolving into a general-purpose infrastructure that reshapes how knowledge is generated, mediated, and validated. This paper presents findings from a controlled…

Artificial intelligence (AI) applications to support human tutoring have potential to significantly improve learning outcomes, but engagement issues persist, especially among students from low-income backgrounds. We introduce an AI-assisted…

Socioemotional and regulation processes in learning are important. We add to the understanding of previous work on co-regulation processes in the learning sciences, extending the caregiver-child paradigm and focusing on the teacher-student…

AI approaches are progressing besting humans at game-related tasks (e.g. chess). The next stage is expected to be Human-AI collaboration; however, the research on this subject has been mixed and is in need of additional data points. We add…

As generative artificial intelligence becomes increasingly embedded in educational practice, a central concern is whether students use AI as cognitive support or as a substitute for thinking. Prior research shows that learners recognise…

The increasing integration of AI tools in education has led prior research to explore their impact on learning processes. Nevertheless, most existing studies focus on higher education and conventional instructional contexts, leaving open…

This study investigates teachers design behaviors and cognitive underpinnings when designing multi-agent instructional workflows. Analyzing behavioral logs (N=61), cluster and Markov analyses identified three archetypes: Systematic…

Providing timely and personalized feedback to large numbers of students is a long-standing challenge in programming courses. Relying on human teaching assistants (TAs) has been extensively studied, revealing a number of potential…

This paper explores the potential of artificial intelligence (AI) in higher education, specifically its capacity to replace or assist human teachers. By reviewing relevant literature and analysing survey data from students and teachers, the…

Game AI designers must manage complex interactions between the AI character, the game world, and the player, while achieving their design visions. Computational co-creativity tools can aid them, but first, AI and HCI researchers must gather…

This study explores the classroom implementation of an AI-powered grading platform in K-12 settings through a co-design pilot with 19 teachers. We combine platform usage logs, surveys, and qualitative interviews to examine how teachers use…

Learning often involves interaction between multiple agents. Human teacher-student settings best illustrate how interactions result in efficient knowledge passing where the teacher constructs a curriculum based on their students' abilities.…

This paper provides a comprehensive review of the design and implementation of automatically generated assessment reports (AutoRs) for formative use in K-12 Science, Technology, Engineering, and Mathematics (STEM) classrooms. With the…

Hybrid human-AI tutoring, where technology and humans jointly facilitate student learning, can be more beneficial than AI-only tutoring. However, preliminary evidence suggests that lower-performing students derive greater benefit from…

This study examines how students integrate generative artificial intelligence (AI) into design projects through the lens of the SuperSkillsStack framework, which identifies four key human competencies for effective human-AI collaboration:…