The authors introduce Agentivism as a learning theory for human-AI interaction that explains how durable capability develops through selective delegation, epistemic monitoring, reconstructive internalization, and transfer under reduced support.
Interaction between students and artificial intelligence in the con- text of creative potential development
8 Pith papers cite this work. Polarity classification is still indexing.
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A human-reviewed AI-in-the-loop system in cMOOCs selectively improves social presence and higher-order cognitive presence via reciprocal interaction and adaptive roles rather than AI co-presence.
LLM use for essay writing correlates with reduced brain network connectivity, lower self-reported ownership, and poorer recall of one's own content compared to unaided or search-based writing.
Among novice programmers using AI code generators, trust did not predict compliance with suggestions, while performance correlated with both compliance and increased subsequent trust.
Automated classification of CPS discourse combined with the Synergy Degree Model produces group-level synergy degrees that distinguish collaborative quality and reveal task-type differences in MOOC groups.
Presents a three-tension framework for evaluating and designing agentic AI initiatives in K-12 and higher education.
A university course design enables non-technical students across majors to reach the Create level of Bloom's taxonomy by repeatedly applying a problem-data-model-evaluation-reflection pipeline with concurrent ethics training and hands-on studios.
A WebVR virtual laboratory constructed from colorized point clouds was implemented with interactive features and received strong positive feedback from students and staff on usability and engagement.
citing papers explorer
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Agentivism: a learning theory for the age of artificial intelligence
The authors introduce Agentivism as a learning theory for human-AI interaction that explains how durable capability develops through selective delegation, epistemic monitoring, reconstructive internalization, and transfer under reduced support.
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Designing Human-GenAI Interaction for cMOOC Discussion Facilitation: Effects of a Collaborative AI-in-the-Loop Workflow on Social and Cognitive Presence
A human-reviewed AI-in-the-loop system in cMOOCs selectively improves social presence and higher-order cognitive presence via reciprocal interaction and adaptive roles rather than AI co-presence.
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Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task
LLM use for essay writing correlates with reduced brain network connectivity, lower self-reported ownership, and poorer recall of one's own content compared to unaided or search-based writing.
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Relationships Between Trust, Compliance, and Performance for Novice Programmers Using AI Code Generation
Among novice programmers using AI code generators, trust did not predict compliance with suggestions, while performance correlated with both compliance and increased subsequent trust.
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Modeling Collaborative Problem Solving Dynamics from Group Discourse: A Text-Mining Approach with Synergy Degree Model
Automated classification of CPS discourse combined with the Synergy Degree Model produces group-level synergy degrees that distinguish collaborative quality and reveal task-type differences in MOOC groups.
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Addressing the Reality Gap: A Three-Tension Framework for Agentic AI Adoption
Presents a three-tension framework for evaluating and designing agentic AI initiatives in K-12 and higher education.
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From Understanding to Creation: A Prerequisite-Free AI Literacy Course with Technical Depth Across Majors
A university course design enables non-technical students across majors to reach the Create level of Bloom's taxonomy by repeatedly applying a problem-data-model-evaluation-reflection pipeline with concurrent ethics training and hands-on studios.
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Virtual reality for large-scale laboratories based on colorized point clouds: design and pedagogical impact
A WebVR virtual laboratory constructed from colorized point clouds was implemented with interactive features and received strong positive feedback from students and staff on usability and engagement.