#learning processes

learning processes

2 पेपर

Two students and an instructor inspect polarizer components while comparing an annotated light-path diagram in an optics teaching laboratory.

जर्नल पेपर2025

AI feedback improved answers during an augmented-reality physics lab, while independent transfer was not assessed

Atakan Coban, David Dzsotjan, Stefan Küchemann, Jürgen Durst, Jochen Kuhn, Christoph Hoyer

EPJ Quantum Technology

A physics laboratory study compared feedback and no-feedback questions within an augmented-reality quantum-cryptography activity involving 21 student groups. GPT-4 feedback helped groups improve their immediate explanations, while gaze records suggested changes in attention to relevant representations and equipment. The measured outcome was answer improvement during supported discussion. A small voluntary sample, exploratory gaze analyses and no independent delayed test limit broader claims about learning and the value of the combined technology.

physics educationaugmented realityformative feedback

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Two graduate learners discuss a marked-up paragraph beside a desktop writing editor and a notebook containing planning and claim-evidence notes.

जर्नल पेपर2025

जर्नल पेपर 124

Higher self-reported AI literacy accompanied stronger assisted essays and different interaction patterns

Jinhee Kim, Sang-Soog Lee, Rita Detrick, Jialin Wang, Na Li

Journal of Computing in Higher Education

Researchers observed 36 graduate students writing with a GPT-4 system, combining think-aloud recordings, interaction traces, expert essay ratings, and epistemic network analysis. Students with higher self-reported AI literacy produced stronger assisted essays and showed different patterns of collaboration with the system. The association does not demonstrate that AI literacy training caused better writing, because underlying academic skills and other learner differences were not experimentally separated.

academic writingAI literacyepistemic network analysis

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