Learning – Student Support

Artificial Intelligence (AI) chatbots powered by a large language model (LLM) are entering young children's learning and play, yet little is known about how young children construe these agents or how such construals relate to engagement. We examined anthropomorphism of a social AI chatbot during collaborative storytelling and asked how children's attributions related to their behavior and prefrontal activation. Children at ages 5-6 (N = 23) completed three storytelling sessions: interacting with (1) an AI chatbot only, (2) a parent only, and (3) the AI and a parent together.

Recent advances in generative artificial intelligence (AI) are transforming how children interact with technology, particularly in education and creative domains. A growing body of research has explored the impacts of generative AI on users, highlighting both its potential benefits and associated risks. Much of the existing literature has focussed on adults and teens, leaving significant gaps in our understanding of how younger children, aged 8 – 12, engage with and are affected by these technologies.

Effective feedback, including critique and evaluation, helps designers develop design concepts and refine their ideas, supporting informed decision-making throughout the iterative design process. However, in studio-based design courses, students often struggle to provide feedback due to a lack of confidence and fear of being judged, which limits their ability to develop essential feedback-giving skills.

One-to-one tutoring is widely considered the gold standard for personalized education, yet it remains prohibitively expensive to scale. To evaluate whether generative AI might help expand access to this resource, we conducted an exploratory randomized controlled trial (RCT) with __ = 165 students across fiveUKsecondaryschools. WeintegratedLearnLM—agenerativeAImodelfine-tunedforpedagogy—into chat-based tutoring sessions on the Eedi mathematics platform.

Young adults today face unprecedented mental health challenges, yet many hesitate to seek support due to barriers such as accessibility, stigma, and time constraints. Bite-sized well-being interventions offer a promising solution to preventing mental distress before it escalates to clinical levels, but have not yet been delivered through personalized, interactive, and scalable technology. We conducted the first multi-institutional, longitudinal, preregistered randomized controlled trial of a generative AI-powered mobile app (“Flourish”) designed to address this gap.

Abstract Background: Youth are increasingly experiencing psychological distress. Schools are ideal settings for disseminating mental health support, but they are often insufficiently resourced to do so. Digital mental health tools represent a unique avenue to address this gap. The Alongside digital program is one such tool, intended as a universal prevention and early intervention.

The ability to comprehend code has long been recognized as an essential skill in software engineering. As programmers lean more heavily on generative artificial intelligence (GenAI) assistants to develop code solutions, it is becoming increasingly important for programmers to comprehend GenAI solutions so that they can verify their appropriateness and properly integrate them into existing code. At the same time, GenAI tools are increasingly being enlisted to provide programmers with tailored explanations of code written both by GenAI and humans.

With the growing use of Large Language Model (LLM)-based Question-Answering (QA) systems in education, it is critical to evaluate their performance across individual pipeline components. In this work, we introduce {\model}, a modular function-calling LLM pipeline, and present a comprehensive evaluation along three key axes: function calling strategies, retrieval methods, and generative language models. Our framework enables fine-grained analysis by isolating and assessing each component.

Simulated Students offer a valuable methodological framework for evaluating pedagogical approaches and modelling diverse learner profiles, tasks which are otherwise challenging to undertake systematically in real-world settings. Recent research has increasingly focused on developing such simulated agents to capture a range of learning styles, cognitive development pathways, and social behaviours. Among contemporary simulation techniques, the integration of large language models (LLMs) into educational research has emerged as a particularly versatile and scalable paradigm.

As artificial intelligence (AI) becomes increasingly integrated into education, understanding how students perceive its risks is essential for supporting responsible and effective adoption. This research aimed to examine the relationships between perceived AI competence and risks among Finnish K-12 upper secondary students (n = 163) by utilizing a co-occurrence analysis. Students reported their self-perceived AI competence and concerns related to AI across systemic, institutional, and personal domains.