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Research synthesis is AI-generated, human reviewed. Updated 09/2025.
Displaying 1 - 30 of 401
Facet: Multi-Agent Ai Supporting Teachers In Scaling Differentiated Learning For Diverse Students
Jana Gonnermann-Müller, Jennifer Haase, Nicolas Leins, Moritz Igel, Konstantin Fackeldey and Sebastian Pokutta. (01/2026). arXiv. https://arxiv.org/pdf/2601.22788v1
Turning Language Model Training From Black Box Into A Sandbox
Nicolas Pope, Matti Tedre. (01/2026). arXiv. https://arxiv.org/pdf/2601.21631v1
Are They Just Delegating? Cross-Sample Predictions On University Students' & Teachers' Use Of AI
Fabian Albers, Sebastian Straub, Nikol Rummel, Nils Kobis. (01/2026). arXiv. https://arxiv.org/pdf/2601.21490v1
Learning To Live With Ai: How Students Develop Ai Literacy Through Naturalistic Chatgpt Interaction
Tawfiq Ammari, Meilun Chen, S M Mehedi Zaman, Kiran Garimella. (01/2026). arXiv. https://arxiv.org/pdf/2601.20749v1
Can We Improve Educational Diagram Generation With In-Context Examples? Not If A Hallucination Spoils The Bunch
Evanfiya Logacheva, Arto Hellas, Tsvetomila Mihaylova, Juha Sorva, Ava Heinonen, Juho Leinonen. (01/2026). arXiv. https://arxiv.org/pdf/2601.20476v1
Guideai: A Real-Time Personalized Learning Solution With Adaptive Interventions
Ananya Shukla, Satvik Bajpai, Chaitanya Modi, Siddharth Siddharth. (01/2026). arXiv. https://arxiv.org/pdf/2601.20402v1
Designing Ai Peers For Collaborative Mathematical Problem Solving With Middle School Students: A Participatory Design Study
Wenhan Lyu, Yimeng Wang, Murong Yue, Yifan Sun, Jennifer Suh, Meredith Kier, Ziyu Yao, and Yixuan Zhang. (01/2026). arXiv. https://arxiv.org/pdf/2601.17962v2
From Struggle To Success: Context-Aware Guidance For Screen Reader Users In Computer Use
Nan Chen, Jing Lu, Zilong Wang, Luna K. Qiu, Siming Chen, Yuqing Yang. (01/2026). arXiv. https://arxiv.org/pdf/2601.18092v1
Co-Designing Digital Humans For Online Learning: A Framework For Human-Ai Pedagogical Integration
Xiaokang Leil, Ching Christie Pang, Yuyang Jiang, Xin Tong, and Pan Hui. (01/2026). arXiv. https://arxiv.org/pdf/2601.17434v1
Leveraging Peer, Self, And Teacher Assessments For Generative Ai-Enhanced Feedback
Alvaro Becerra, Ruth Cobos. (01/2026). arXiv. https://arxiv.org/pdf/2512.18306v2
Bridging Qualitative Rubrics And Ai: A Binary Question Framework For Criterion-Referenced Grading In Engineering
Lili Chen, Winn Wing-Yiu Chow, Stella Peng, Bencheng Fan and Sachitha Bandara. (01/2026). arXiv. https://arxiv.org/pdf/2601.15626v1
Alignagent: Adaptive Learner Intelligence For Gap Identification And Next-Step Guidance
Bismack Tokoli, Luis Jaimes, Ayesha S. Dina. (01/2026). arXiv. https://arxiv.org/pdf/2601.15551v1
Llm Prompt Evaluation For Educational Applications
Langdon Holmes, Adam Coscia, Scott Crossley, Joon Suh Choi, and Wesley Morris. (01/2026). arXiv. https://arxiv.org/pdf/2601.16134v1
Llm-Based Multimodal Feedback Produces Equivalent Learning And Better Student Perceptions Than Educator Feedback
Chloe Qianhui Zhao, Jionghao Lin, Jie Cao, Kenneth R. Koedinger. (01/2026). arXiv. https://arxiv.org/pdf/2601.15280v1
Dataset Of Genai-Assisted Information Problem Solving In Education
Xinyu Li, Kaixun Yang, Jiameng Wei, Yixin Cheng, Dragan Ga_evi_, Guanliang Chen. (01/2026). arXiv. https://arxiv.org/pdf/2601.12718v1
How Students (Really) Use Chatgpt: Uncovering Experiences Among Undergraduate Students
TAWFIQ AMMARI, MEILUN CHEN, S M MEHEDI ZAMAN, KIRAN GARIMELLA. (01/2026). arXiv. https://arxiv.org/pdf/2505.24126v4
Eduthink4Ai: Bridging Educational Critical Thinking And Multi-Agent Llm Systems
Xinmeng Hou, Ziting Chang, Zhouquan Lu, Chen Wenli, Liang Wan, Wei Feng, Hai Hu, and Qing Guo. (01/2026). arXiv. https://arxiv.org/pdf/2507.15015v2
Conversations Over Clicks: Impact Of Chatbots On Information Search In Interdisciplinary Learning
Hannah Kim, Sergei L. Kosakovsky Pond, Stephen MacNeil. (01/2026). arXiv. https://arxiv.org/pdf/2507.21490v2
Auditing Student-Ai Collaboration: A Case Study Of Online Graduate Cs Students
Nifu Dan. (01/2026). arXiv. https://arxiv.org/pdf/2601.08697v2
When Peers Outperform Ai (And When They Don'T): Interaction Quality Over Modality
Caitlin Morris, Pattie Maes. (01/2026). arXiv. https://arxiv.org/pdf/2601.11777v1
Aiplato: A Novel Ai Tutoring And Stepwise Feedback System For Physics Homework
Atharva Dange, Ramon E. Lopez, Nimish Shah, Louis Deslauriers. (01/2026). arXiv. https://arxiv.org/pdf/2601.09965v1
Personalized Multimodal Feedback Using Multiple External Representations: Strategy Profiles And Learning In High School Physics
Natalia Revenga-Lozano, Karina E. Avila, Steffen Steinert, Matthias Schweinberger, Clara E. Gomez-Perez, Jochen Kuhn, Stefan Kuchemann. (01/2026). arXiv. https://arxiv.org/pdf/2601.09470v1
Pats: Personality-Aware Teaching Strategies With Large Language Model Tutors
Donya Rooein, Sankalan Pal Chowdhury, Mariia Eremeeva, Yuan Qin, Debora Nozza, Mrinmaya Sachan, Dirk Hovy. (01/2026). arXiv. https://arxiv.org/pdf/2601.08402v1
Genaited Ghana: A First-Of-Its-Kind Context-Aware And Curriculum-Aligned Conversational Ai Agent For Teacher Education
Matthew Nyaaba, Patrick Kyeremeh, Macharious Nabang, Bismark Nyaaba Akanzire, Sakina Acquah, Cyril Ababio Titty, Kotor Asare, Jerry Etornam Kudaya. (01/2026). arXiv. https://arxiv.org/pdf/2601.06093v2
Classroom Ai: Large Language Models As Grade-Specific Teachers
Jio Oh, Steven Euijong Whang, James Evans, Jindong Wang. (01/2026). arXiv. https://arxiv.org/pdf/2601.06225v1
What Students Ask, How A Generative Ai Assistant Responds: Exploring Higher Education Students' Dialogues On Learning Analytics Feedback
Yildiz Uzun, Andrea Gauthier, Mutlu Cukurova. (01/2026). arXiv. https://arxiv.org/pdf/2601.04919v1
Ai-Educational Development Loop (Ai-Edl): A Conceptual Framework To Bridge Ai Capabilities With Classical Educational Theories
Ning Yu, Jie Zhang, Sandeep Mitra, Rebecca Smith, Adam Rich. (01/2026). arXiv. https://arxiv.org/pdf/2508.00970v2
The Psychology Of Learning From Machines: Anthropomorphic Ai And The Paradox Of Automation In Education
Junaid Qadir, Muhammad Mumtaz. (01/2026). arXiv. https://arxiv.org/pdf/2601.06172v1
