Results showed significant improvements across all six TCSSE dimensions, suggesting that architectural designs that internalize reasoning and verification within multi-agent systems may help address the cognitive last mile while preserving teachers’ professional judgment.
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
Generative artificial intelligence (GenAI) is increasingly used in teacher education for lesson planning, feedback, and assessment support. However, how perceived GenAI teaching intelligence relates to pre-service teachers' professional identity remains unclear. This study examined a double-edged model linking perceive...
Large language models are increasingly used to simulate clients for counselor training and psychological counseling research, but reliable simulation requires clients to remain psychologically coherent across extended interactions. Existing role-playing methods largely rely on static profile prompts and may exhibit per...
Shi-Xin Peng, Kun Jiang, Jia-Xing Zheng et al.· 0 citations
The rapid diffusion of generative AI in higher education is transforming academic work in ways that extend beyond technical efficiency or pedagogical innovation, reaching the foundations of institutional authority, human agency, and educational purpose. This paper develops a nested principal–agent model in which genera...
R. Plaza· The Paris Journal on AI &...· 0 citations
This study explores the integration of a multi-agent AI system designed to support self-regulated learning (SRL) in computer science education. Building on preliminary work that introduced a Teaching Assistant AI (TA-AI) for real-time scaffolding, an Analytics-AI for pattern recognition, and an AI-Improver for iterativ...
Jing Huang, Seong Min Park, M. P. Lin et al.· CoED· 0 citations
This research argues that the more important question is whether it sustains or closes down the dialogic conditions through which children’s mathematical reasoning develops, and reframes AI tutoring as a pedagogical setup in which the cognitive work of mathematical reasoning is distributed across child, teacher and AI.
Nick Huxley· Proceedings of AIE Symposium...· 0 citations
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