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cs.HC2026
Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus
Eason Chen, Xinyi Tang, Yvonne Zhao +10
We conducted a between-subjects experiment (N=92) comparing three conditions in a calculus learning environment: no self-explanation (control), menu-based self-explanation, and ope…
cs.HC2026
Assessing the Impact and Underlying Pathways of Sequenced AI feedback on Student Learning
Jie Cao, Chloe Qianhui Zhao, Christian Schunn +3
Feedback is essential for learning, but its effectiveness relies heavily on how well it engages students in the educational process. Generative AI offers novel opportunities to eff…
cs.HC2024
Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization
Gautam Yadav, Paulo F. Carvalho, Elizabeth A. McLaughlin +1
This study examines the effects of question type and feedback on learning outcomes in a hybrid graduate-level course. By analyzing data from 32 students over 30,198 interactions, w…