224 citations · 399 across the 10 of their papers we have counts for
11 papers
Changes in Help-Seeking Strategies Predict unaided Performance during AI-based Mathematical Learning
Rania Abdelghani, Peter Kaiser, Kou Murayama
Generative AI systems (GenAI) are increasingly used by students as learning companions, yet little is known about how they regulate these tools in open-ended learning settings, whe…
Regulating the AI Tutor: Intentions, Help-Seeking, and Self-Regulated Learning in Adolescent GenAI Use
Rania Abdelghani, Peter Kaiser, Kou Murayama
Generative AI (GenAI) tools are now common learning companions for adolescents, yet how they regulate their use during authentic learning tasks remains poorly understood. Self-regu…
Curiosity and Metacognition: Towards a Unified Framework for Learning and Education in the Age of AI
Chloé Desvaux, Rania Abdelghani, Pierre-Yves Oudeyer +1
This chapter examines the relationship between curiosity and metacognition as critical drivers of autonomous and self-regulated learning. We synthesize recent research to propose a…
Teaching Students to Question the Machine: An AI Literacy Intervention Improves Students' Regulation of LLM Use in a Science Task
O. Clerc, R. Abdelghani, C. Desvaux +3
The rapid adoption of generative artificial intelligence (GenAI) in schools raises concerns about students' uncritical reliance on its outputs. Effective use of large language mode…
The Illusion of Understanding: How Middle-Schoolers Fail to Regulate Inquiry with ChatGPT in a Science Task
Rania Abdelghani, Kou Murayama, Celeste Kidd +2
Generative AI (GenAI) tools allow for effortless task completion, potentially fostering cognitive and metacognitive laziness in students. While surveys indicate widespread GenAI us…
Interactive environments for training children's curiosity through the practice of metacognitive skills: a pilot study
Rania Abdelghani, Edith Law, Chloé Desvaux +2
Curiosity-driven learning has shown significant positive effects on students' learning experiences and outcomes. But despite this importance, reports show that children lack this s…
Generative AI in the Classroom: Can Students Remain Active Learners?
Rania Abdelghani, Hélène Sauzéon, Pierre-Yves Oudeyer
Generative Artificial Intelligence (GAI) can be seen as a double-edged weapon in education. Indeed, it may provide personalized, interactive and empowering pedagogical sequences th…
Supporting Qualitative Analysis with Large Language Models: Combining Codebook with GPT-3 for Deductive Coding
Ziang Xiao, Xingdi Yuan, Q. Vera Liao +2
Qualitative analysis of textual contents unpacks rich and valuable information by assigning labels to the data. However, this process is often labor-intensive, particularly when wo…
GPT-3-driven pedagogical agents for training children's curious question-asking skills
Rania Abdelghani, Yen-Hsiang Wang, Xingdi Yuan +4
In order to train children's ability to ask curiosity-driven questions, previous research has explored designing specific exercises relying on providing semantic and linguistic cue…
Selecting Better Samples from Pre-trained LLMs: A Case Study on Question Generation
Xingdi Yuan, Tong Wang, Yen-Hsiang Wang +5
Large Language Models (LLMs) have in recent years demonstrated impressive prowess in natural language generation. A common practice to improve generation diversity is to sample mul…
Conversational agents for fostering curiosity-driven learning in children
Rania Abdelghani, Pierre-Yves Oudeyer, Edith Law +2
Curiosity is an important factor that favors independent and individualized learning in children. Research suggests that it is also a competence that can be fostered by training sp…