Date
Publisher
arXiv
AI-assisted learning has seen a remarkable uptick over the last few years,
mainly due to the rise in popularity of Large Language Models (LLMs). Their
ability to hold long-form, natural language interactions with users makes them
excellent resources for exploring school- and university-level topics in a
dynamic, active manner. We compare students' experiences when interacting with
an LLM companion in two capacities: tutored learning and learning-by-teaching.
We do this using Chrysalis, an LLM-based system that we have designed to
support both AI tutors and AI teachable agents for any topic. Through a
within-subject exploratory study with 36 participants, we present insights into
student preferences between the two strategies and how constructs such as
intellectual humility vary between these two interaction modes. To our
knowledge, we are the first to conduct a direct comparison study on the effects
of using an LLM as a tutor versus as a teachable agent on multiple topics. We
hope that our work opens up new avenues for future research in this area.
What is the application?
Who is the user?
Who age?
Study design
