The use of Large Language Models to automatically code indicators of complex psychological constructs from student chat logs collected through a conversation-based assessment for middle school mathematics highlights the promise of human-LLM collaboration to enhance qualitative coding efficiency and validity in educational research.
Sustaining student motivation and engagement remains a difficult challenge in digital learning environments. To effectively address this, Intelligent Virtual Agents (IVAs) designed for education must move beyond generic pedagogical support and adapt to learners’ dynamic socio-cognitive states. Recent advances in Large...
Ariana Espinoza, Oleksiy Levchuk, I. Lopez et al.· Proceedings of the 26th ACM...· 0 citations
Overall, interaction quality, not mere usage, appears to drive productive persistence, highlighting the importance of minimizing false negatives and encouraging Socratic scaffolding in educational chatbot design and deployment.
Rubaina Khan, Joshua Siderius, Kyle James Ross et al.· Proceedings of the Canadian...· 0 citations
A five-level scale is developed, validated against human annotations, that characterizes responses according to the degree of direct assistance LLMs provide when students use them as tutors in authentic learning interactions and provides an empirical baseline for LLM assistance in tutoring interactions and a measuremen...
Suhyeon Lee, Juneha Baek, Jaehyeong Park et al.· 0 citations
Large language models (LLMs) are increasingly used as on-demand conversational learning assistants, but they typically do not adapt explanations to a student’s background unless explicitly prompted. We present the Personalized Learning Assistant Interface (PLAI), a web-based prototype that generates explanations from l...
Furkan Ali Yurdakul, Yi-Man Wu, Maria Torres Vega et al.· Message Understanding Confer...· 0 citations
Large Language Models (LLM) have become popular tools in education. Therefore, understanding how students interact with LLMs for learning purposes is an important aspect of the responsible design and development of LLM based learning tools. However, existing research has focused on evaluating model performance, specifi...
This study examines students’ questioning as an interaction mechanism in student–LLM philosophical dialogue and how it relates to self-reported critical thinking (CT) and creative thinking (CrT) engagement. Participants were 106 first-year postgraduate students in a Chinese university general education course who compl...
