Artificial Intelligence in Education

.- ArguMath: AI-Simulated Environment for Pre-Service TeacherTraining in Orchestrating Classroom Mathematics Argumentation.
.- GenAI-supported Mathematical Storytelling: How Deep Is Optimal? A Three-Group Study of Cognitive Gains.
.- Faculty Response to Generative AI: Attitudes, Change in Practice and Policy towards Students' Use.
.- Evaluating Learner Representations for Differentiation Prior to Instructional Outcomes.
.- Mathematics Teachers’ Interactions with a Multi-Agent System for Personalized Problem Generation.
.- Physiological and Semantic Patterns in Medical Teams Using an Intelligent Tutoring System.
.- AI Is Available, Partnership Is Optional: Student Agency in Human–AI Interaction.
.- Visual Attention Transitions and Self-Regulated Help Seeking in Programming Comprehension.
.- Patterns of Ethical Reasoning Among Middle School Students: Misconceptions and Mental Models of Transparency and Explainability in AI Systems.
.- Hand movements and learning: Movement profiles of learning-by-making.
.- Can LLMs Support Formative Assessment? LLM-Based and Teaching Assistant–Based Assessment in Programming Education.
.- Supporting K-12 Teachers in the Presidential AI Challenge: A Case Study of a Faculty-Mentored Workshop for AI Tool Creation.
.- A randomized blind comparison of SME and LLM-generated active learning tasks for math classes.
.- Representing Uncertainty in Open Learner Models: Supporting User Interpretation.
.- CLEM: Constrained Learning Environment Models for Simulating Human Cognitive Processes.
.- Scaling Socratic Dialogue with Generative AI: UnderstandingImplications for Student Engagement and Learning Outcomes.
.- Scaffolding Epistemic Agency: Evaluating AI-Partnered Affective Feedback for Emotional Regulation in Knowledge Building.
.- Shaping Credibility Judgments in Human–GenAI Partnership via Weaker LLMs: A Transactive Memory Perspective on AI Literacy.
.- Does the TalkMoves Codebook Generalize to One-on-One Tutoring and Multimodal Interaction?.
.- Back to the Future: What Can Remixing Teach Us About Coding in the Age of AI.
.- Beyond One-Size-Fits-All: Personalizing Computational Proxies of the Zone of Proximal Development Through Help-Seeking Behaviors.
.- Using Learning Progressions to Guide AI Feedback for Science Learning.
.- Developing Authentic Simulated Learners for Mathematics Teacher Learning: Insights from Three Approaches with Large Language Models.
.- To Use or Not to Use: Investigating Student Perceptions of Faculty Generative AI Usage in Higher Education.
.- Mitigating Preservice Teachers' Teaching Anxiety with Generative Student Agents: A Quasi-Experimental Study on MetaClass.
.- Investigating How Collaborative Conversational Agents Influence the Relationship of Affective and Cognitive Engagement in Student Dialogues.
.- Supporting Socially Shared Regulation Through Human-AI Collaboration in Pre-service Teacher Education.
.- When Teachers Use AI Chatbots and are Trained for It: Impact on Learning Design Quality and Cognitive Effort.
.- Tracing Prompt-Level Interaction Trajectories to Understand Student Learning with LLMs in Programming Education.
.- Operationalizing Adaptive Scaffolding: A State-Driven Design Framework for Hybrid Learning with Digital Teachers.
.- Gender Differences in Learning and Test Taking Experiences with Digital Game-Based Assessment.
.- Curiosity, prior achievement, and interaction patterns: Heterogeneity of generative AI effects uncovered by causal inference.
.- How Do Experts Use Generative AI in Collaborative Problem Solving?: Expert-Novice Comparison.
.- Effects of Job Task Focused Career Education for Human-AI Coexistence on Students' AI Career Interest and Career Adaptability.
.- Human–AI Collaboration Reconfigures Group Regulation from Socially Shared to Hybrid Co-Regulation.
.- From Feasibility to Generalization in the Field: Using an MR-Based Teacher Orchestration Tool in AI-Supported K-12 Classrooms.
.- ReflectEd: Evaluating Reflection-Driven Learning in an AI-Assisted System.
.- Who Do Learners Ask for Help? Modeling Social Role Diversity in Agentic AI for Educational Help-Seeking.
.- How Teacher-Expert Collaboration Shapes the Quality of AI-Supported Scientific Inquiry Learning.
.- Three Paths to Adaptation: Temporal Profiles of Self-Regulated Learning with Generative AI Support.
.- Computational Thinking Development in AI Agent Creation: A Mixed-Methods Study.
.- Catching The Correct Answer Trap: Characterising AI Tutor Blind Spots When Analysing Student Reasoning.
.- Scaffolding for Co-regulated Learning in Generative AI Supported Learning Systems: A Scoping Review.
.- Cognitive Processes Underlying Divergent Levels of Performance and Agency in AI-Assisted Programming.
.- Bridging AI Prompting and Design Thinking: Behavioral Patterns and Pedagogical Insights from a Design Workshop.
.- Conceptualizing the depth and breadth of AI Literacy.
.- Exploring Teacher Use of an AI Support Bot during an Asynchronous Training Module.
.- Adversarial Assignment Perturbation: Effects on Help-seeking Behaviors in Student Generative AI Chatbot Use.
.- Uncritical but Overconfident? How Learners Engage with AI-Generated Images of Scientists.
.- Pedagogical Values Mediate Teacher Perceptions on Using AI to Support Students’ Learning of Scientific Explanations.
.- Automated Evaluation of Student-Chatbot Interactions in Climate Education Using Large Language Models.
.- AI in the Wild: A Large-Scale Analysis of College Students’ Authentic Interactions with Generative AI.
.- Complementing Human Instruction: Student Interaction Patterns with a Pedagogically Aligned AI Teaching Assistant.
.- Divergent and Convergent Thinking During the Creative Thinking Process.
.- AI Evaluation and Feedback to Support Middle-School Students’ Scientific Argumentation and Reasoning.
.- Democratizing Foundations of Problem-Solving with AI: A Breadth-First Search Curriculum for Middle School Students.
.- An Attitude Paradox? Examining Ability Beliefs and Persistence Intentions in a Middle School Conversational AI Learning Experience.
.- Writing Instructors’ Pedagogical Decisions About Generative AI.
.- Designing Scenario-Based Tasks for Assessing AI Literacy.
.- SPARK: A Student-Centered Framework for Teaching Natural Language Processing in the Age of Large Language Models.
.- The Edit is the Evaluation: What TA Revisions Reveal About AI Lecture Assistants.
.- Who Benefits from LLM-Generated Learning Support Messages? Causal Evidence on Treatment Effect Heterogeneity.
.- A Matter of Perspective: Contrasting User and Subject-Matter Experts’ Sensemaking of LLM Feedback on Instructional Discourse.
.- Epistemic Agency, AI Knowledge and Performance in Generative AI–Supported Data Analytics Tasks.
.- From Empirical Replication to Hypothesis Generation: Concretizing Our Understanding of Learning with a Computational Model of ICAP.
.- Who’s Behind the Feedback? Students’ Use of AI and Perceived Feedback Usefulness When the Evaluator May Be Human or AI.
.- Linking Affective Experience and AI Trust: The Role of a PERMA-based AI Agent in Higher Education.
.- An Adaptive Multi-Agent Learning Environment for Interprofessional Communication Training in Nursing
Education.
.- Beyond the Chat Window: A Trace-Based Positioning Analysisof Student-GenAI Interactions in Academic Writing.