#learning evidence
3 articles
Sayantan Adak, Rima Hazra, Koyel Mukherjee, Digbalay Bose, Somnath Banerjee
arXiv preprint, version 2
A review examines how learner information, instructional choices and evaluation connect in AI tutoring. It highlights the need to inspect what students subsequently do, beyond the apparent quality of a conversation.
Yixin Cheng, Yizhou Fan, Xinyu Li, Guanliang Chen, Dragan Gašević, Zachari Swiecki
Computers and Education: Artificial Intelligence
A study of 59 university students compared essay revision supported by GPT-4 with revision supported by an online human tutor. AI users asked more direct, knowledge-oriented questions and achieved better revised-essay scores. Network analysis linked questioning patterns to that difference, whereas simpler frequency-based models did not show the same mediation. The study measured performance while assistance was available, leaving independent learning and lasting transfer unresolved.
Po-Chin Chang, Nicholas Hogan, Aske Plaat, Michiel T. van der Meer
arXiv preprint, version 1
A high-school tutoring preprint examines adaptive prompt selection. Its interaction results invite closer study, but limited exercise data and nonsignificant outcome comparisons leave the learning advantage unresolved.