5 papers
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…
From Prompting to Epistemic Proactivity: Temporal Trajectories of Student-AI Interaction in Mathematics Learning
Rania Abdelghani, Peter Kaiser, Kou Murayama
GenAI is increasingly used by students as learning companions, yet little is known about how they use these tools in open-ended learning settings, where the goal is not to complete…
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…
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…