{"total":18,"items":[{"citing_arxiv_id":"2606.30908","ref_index":19,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Demystify, Use, Reflect, Assess (DURA): An Experience Report on LLM Integration in CS2","primary_cat":"cs.CY","submitted_at":"2026-06-29T20:57:52+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":3.0,"formal_verification":"none","one_line_summary":"DURA framework applied in one CS2 course enabled LLM use for concept clarification and debugging while increasing office hour attendance and improving student perceptions of instructor care.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.28749","ref_index":33,"ref_count":2,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Four Types of LLM Reliance and Their Predictors Among Undergraduate Writers: A Mixed-Methods Study at a Minority-Serving R1 University","primary_cat":"cs.CY","submitted_at":"2026-06-27T05:56:03+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":7.0,"formal_verification":"none","one_line_summary":"Four types of LLM reliance (Strategic 34.3%, Instrumental 30.9%, Dialogic 30.4%, Dependent 4.5%) were identified among undergraduates, with AI literacy predicting type and value/cost beliefs predicting intensity.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.18548","ref_index":7,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Engagement Intensity as a Learner-Modeling Signal for Adaptive AI Ethics Instruction","primary_cat":"cs.CY","submitted_at":"2026-06-16T23:55:51+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":3.0,"formal_verification":"none","one_line_summary":"Self-reported LLM usage frequency associates more consistently with pre-instruction AI perceptions than prior education or self-rated familiarity in graduate trainees.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.18511","ref_index":3,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Stitching the Divide: Investigating Mixed Reality as a Bridge Between Paper-Based and Digital Artifacts in UI/UX Design","primary_cat":"cs.HC","submitted_at":"2026-06-16T22:03:23+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":5.0,"formal_verification":"none","one_line_summary":"Interviews and probe sessions show that mixed reality supports continuous hybrid workflows in UI/UX design, leading to four proposed design dimensions for future MR systems.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.01929","ref_index":102,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"VET: A Framework for Analyzing AI Discourse","primary_cat":"cs.AI","submitted_at":"2026-06-01T08:59:03+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":5.0,"formal_verification":"none","one_line_summary":"Introduces the VET framework to categorize and critique polarized AI narratives including hype, doom, denial, and normalcy.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.01882","ref_index":38,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Comparing ML-Specific and General Python Code Smells Across Project Characteristics","primary_cat":"cs.SE","submitted_at":"2026-06-01T08:27:53+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":5.0,"formal_verification":"none","one_line_summary":"ML-specific code smells occur 41-94 times less often than general Python smells in 279 projects, with associations to commit frequency and domain but none for general smells or most other project characteristics.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2606.01517","ref_index":53,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"The Main Barrier to AI Adoption in the Public Sector Is Lack of Training: How a Structured Method Accompanied Productivity Gains in Two Brazilian Government Cases","primary_cat":"cs.CY","submitted_at":"2026-06-01T00:41:58+00:00","verdict":"REJECT","verdict_confidence":"MODERATE","novelty_score":4.0,"formal_verification":"none","one_line_summary":"A four-layer training method coincided with 18–50% faster case processing in two Brazilian government control units using free AI tools and human-in-the-loop review.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2605.30187","ref_index":21,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Modularizing Educational LLM-Agency for Fostering Responsible Learning Assistance","primary_cat":"cs.AI","submitted_at":"2026-05-28T16:31:32+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"Proposes a modular agentic architecture for educational LLMs with stage-specific modules to incorporate pedagogical advice and improve controllability over monolithic chatbots.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2605.10898","ref_index":57,"ref_count":2,"confidence":0.9,"is_internal_anchor":false,"paper_title":"How Creatives Approach GenAI Image Generation: Tensions Between Structured Guidance, Self-Experimentation, and Creative Autonomy","primary_cat":"cs.HC","submitted_at":"2026-05-11T17:40:36+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"Qualitative studies show creatives prefer self-experimentation over structured guidance for GenAI image tools to preserve creative autonomy despite terminology barriers.","context_count":1,"top_context_role":"background","top_context_polarity":"background","context_text":"participants' understanding of how GenAI works and its actual capabilities, which could lead to frustrations and self-blame when the AI failed to meet their expectations [43] and propose unrealistic or unscalable ideas [27]. Previous research suggests that educating users about AI's capabilities [6] or using onboarding tutorials to demonstrate AI's limitations [57] could bridge this gap. Our par- ticipants echoed this, with P10 and P7 noting that flawed results could be useful for learning-an idea supported by prior education research [40]. When AI tools produce unexpected results, interfaces could offer optional guidance to help users interpret outcomes and suggest the next step, turning unexpected outputs into learning."},{"citing_arxiv_id":"2605.01441","ref_index":75,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Artificial intelligence language technologies in multilingual healthcare: Grand challenges ahead","primary_cat":"cs.CL","submitted_at":"2026-05-02T13:39:56+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"A narrative review of AI language technologies in multilingual healthcare identifies performance gaps in safety and equity and proposes seven grand challenges centered on reliability, human oversight, and cross-disciplinary collaboration.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2604.21995","ref_index":28,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Emergent Technology, Emergent Critique: Students and Teachers Developing Critical AI Literacy through Participatory Design around Generative AI","primary_cat":"cs.HC","submitted_at":"2026-04-23T18:24:06+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":6.0,"formal_verification":"none","one_line_summary":"Participatory design with high school students and teachers around generative AI produced three practices for critical AI literacy: unsettling assumptions, mutual learning via complementary expertise, and grounding critique in cultural knowledge and creative practice.","context_count":1,"top_context_role":"background","top_context_polarity":"support","context_text":"about them becomes an object of scrutiny and whose knowledge determines what gets taught. 2 Background 2.1 Critical AI Literacy as a Situated Practice AI literacy has been conceptualized as a set of competencies enabling individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool in everyday life and work [28, 48]. Calls within computing education have pushed beyond competency frameworks to ask whose interests are served by what we teach about technology, and to make the ethical and political dimensions of computing available to all students [45]. Critical AI literacy extends this foundation by foregrounding the sociopolitical dimensions that conventional frameworks tend"},{"citing_arxiv_id":"2604.16772","ref_index":15,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"The Reliance Negotiation Framework: A Dynamic Process Model of Student LLM Engagement in Academic Writing","primary_cat":"cs.CY","submitted_at":"2026-04-18T01:34:58+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":6.0,"formal_verification":"none","one_line_summary":"The Reliance Negotiation Framework models student LLM reliance in writing as recursive negotiation among perceived benefits, risks, ethical commitments, and situational demands, including a separate non-negotiation path for strong ethical commitments.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2603.26906","ref_index":18,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"KI-Adventskalender: An Informal Learning Intervention for Data & AI Literacy","primary_cat":"cs.HC","submitted_at":"2026-03-27T18:27:06+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"The paper introduces KI-Adventskalender, an online daily challenge series for data and AI literacy, and reports higher participation in 2025 with persistent early attrition and stabilization after day 12.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2603.25852","ref_index":45,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Building to Understand: Examining Teens' Technical and Socio-Ethical Pieces of Understandings in the Construction of Small Generative Language Models","primary_cat":"cs.HC","submitted_at":"2026-03-26T19:20:39+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"A participatory workshop showed teens developing technical and socio-ethical understandings while constructing small generative LMs, offering evidence and a theory-backed framing for studying novice AI comprehension.","context_count":1,"top_context_role":"background","top_context_polarity":"background","context_text":"Proceedings of the 25th Interaction Design and Children Conference (IDC '26), June 22-25, 2026, Brighton, United Kingdom.ACM, New York, NY, USA, 27 pages. https://doi.org/10.1145/3773077.3806107 1 Introduction The widespread adoption of generative AI/ML technologies has increased the urgent need for supporting young people in developing AI/ML literacies [ 45, 81]. Recent frameworks highlight that AI/ML literacies involve four domains: Authors' Contact Information: Luis Morales-Navarro, luismn@upenn.edu, University of Pennsylvania, Philadelphia, Pennsylvania, USA; Daniel J. Noh, dnoh@upenn.edu, University of Pennsylvania, Philadelphia, Pennsylvania, USA; Lucianne Servat, lucianne@upenn.edu, University of Pennsylvania,"},{"citing_arxiv_id":"2604.09634","ref_index":1,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"From Understanding to Creation: A Prerequisite-Free AI Literacy Course with Technical Depth Across Majors","primary_cat":"cs.CY","submitted_at":"2026-03-19T23:18:43+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":4.0,"formal_verification":"none","one_line_summary":"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.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2603.16136","ref_index":51,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Change is Hard: Consistent Player Behavior Across Games with Conflicting Incentives","primary_cat":"cs.HC","submitted_at":"2026-03-17T05:39:39+00:00","verdict":"UNVERDICTED","verdict_confidence":"LOW","novelty_score":7.0,"formal_verification":"none","one_line_summary":"Players exhibit consistent flexibility or specialization behavior across two games with conflicting performance incentives, indicating individual agency dominates structural differences.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2601.19376","ref_index":22,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Teaching Machine Learning Fundamentals with LEGO Robotics","primary_cat":"cs.RO","submitted_at":"2026-01-27T08:59:57+00:00","verdict":"CONDITIONAL","verdict_confidence":"LOW","novelty_score":5.0,"formal_verification":"none","one_line_summary":"An open-source platform integrates LEGO robotics with web visualizations to teach KNN, linear regression, and Q-learning to middle and high school students, with pre-post surveys showing improved self-reported understanding after a two-day course.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null},{"citing_arxiv_id":"2509.10652","ref_index":68,"ref_count":1,"confidence":0.9,"is_internal_anchor":false,"paper_title":"Vibe Coding in Product Teams: Reconfiguring AI-Assisted Workflows, Prototyping, and Collaboration","primary_cat":"cs.HC","submitted_at":"2025-09-12T19:28:38+00:00","verdict":"ACCEPT","verdict_confidence":"MODERATE","novelty_score":5.0,"formal_verification":"none","one_line_summary":"Interviews reveal a four-stage vibe coding workflow that accelerates prototyping while introducing tensions between quick efficiency and reflective design intention, plus asymmetries in trust and ownership.","context_count":0,"top_context_role":null,"top_context_polarity":null,"context_text":null}],"limit":50,"offset":0}