digital reading

Guided AI dialogue was followed by more developed reading questions, with task order limiting causal interpretation

Xiaoyu Zhao, Guili Kong, Hui Zhou, Liting Liao, Xiuhan Li

Smart Learning Environments

A within-student study of 112 undergraduates compared questions written after ordinary digital reading with questions written after a second reading supported by ERNIE Bot dialogue. The AI-supported phase produced more questions and higher rated question quality. Dialogue patterns also differed by performance. Because all students encountered the ordinary reading first and a different AI-supported text second, the evidence cannot separate assistance from order, practice and text effects or establish independent transfer.