Research Questions
Showing 181 - 200 of 1754 research questions
How do annotator competence, data quality, and model training change across a social influence labeling task?
Can AI models generate high-quality design problems that effectively assess students' higher-order thinking skills in project-based computing courses?
Has generative AI reduced student study time on math problems, and has it harmed long-term knowledge retention?
How do undergraduate students write and revise comments to guide an AI code generator, and what are their perspectives?
Which students benefit from AI assistance, and does how they interact with AI explain differences in learning gains?
Can a theory-driven framework adapt AI peer scaffolding to student mastery, avoid overreliance, and maintain interpretable guidance?
Which AI tutoring response styles are most associated with productive student engagement across different programming help-seeking situations?
How do direct worked examples versus indirect guiding questions from an AI shape students' problem-posing processes and quality?
What information do generative social robots need to tutor higher education students effectively and responsibly?
How well do large language models perform on learning experience design tasks for English language education?
How can AI-generated visual code structures and step-by-step fill-in-the-blank explanations scaffold novice creative coding without encouraging passive code generation?
Which psychological determinants most strongly shape academic integrity when students use generative AI in higher education?
How can AI in education research evolve to support student agency, motivation, and self-regulation?
How do introductory programming students respond when generative AI models produce natural failures versus deliberately injected bugs?
How useful and correct is evidence-centered AI feedback for students solving complex physics problems?
How do Socratic guidance and prompt refinement AI tutors affect students' learning, prompting, and later independent AI use?
How do Socratic questioning and prompt-refinement AI tutors affect student learning, performance, and subsequent independent model use?
Can teaching be cleanly divided into modular tasks that artificial intelligence can take over?
How does adopting generative AI affect secondary students' homework performance and exam learning outcomes?
How can assessments be redesigned to make student AI use, reasoning, and reflection visible and gradable?
