122 citations · 132 across the 5 of their papers we have counts for
6 papers
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…
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…
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…