Artificial Intelligence in Education

.- AI-Driven Analytics of Team-Teaching Talk: Acoustic Patterns across Experience, Cohorts and the Learning Design.
.- AI-Human Revoicing in Educational Dialogue: Developing Students' Academic Voice with an LLM-based Chatbot.
.- Comparing the Impact of Pedagogy-Informed Custom and General-Purpose GAI Chatbots on Students' Science Problem-Solving Processes and Performance Using Heterogeneous Interaction Network Analysis.
.- From Auxiliary Tool to Teaching Partner: A Human-AICo-Teaching Model for Primary Programming Classrooms.
.- Understanding Teacher Revisions of Large Language Model-Generated Feedback.
.- Moving Beyond Review: Applying Language Models to Planning and Translation in Reflection.
.- "GenAI Defaults to Bias!" Gamify AI literacy through Reflections on Prompts.
.- A Framework for LLM Integration in Secondary Education: Insights from Computing Teachers.
.- Who Benefits From Which Voice? Group-Differentiated Effects of Teachable Agent Voice Emotion Design on Achievement Emotions and Engagement Patterns in K-12 Mathematics Learning.
.- Supporting Scientific Sensemaking under Uncertainty in Inquiry-Based Learning with an AI-based Chatbot.
.- Teaching Multivariational Reasoning through AI-Guided Inquiry in Interactive Simulations.
.- From Feedback to Regulation: Comparing Generative AI and Human Feedback in Supporting Self-Regulated Learning.
.- I'm Not Stuck - I'm Learning: Operationalizing Self-Efficacy Trajectories in Large-Scale AI Learning
Environments.
.- Bidirectional Co-Regulation Mechanisms Between Teachable Agents and Students: Authority-Agency Evolutionary Characteristics and Their Link to Learning Gains Through Time Series Dynamics.
.- Beyond Correctness: A Stage-Aware Framework for Decoding Student Problem-Solving Processes from Handwriting Trajectories.
.- Catalyst Without Convergence: Analyzing Student-AI Interaction Trajectories in Knowledge Building.
.- Embedding Pedagogical Principles into LLMs: A Field Studyof AI-Generated Feedback in a Programming Serious Game.
.- Learning from Giants: Attribution-Aligned Knowledge Distillation for Interpretable ELL Essay Assessment.
.- Learning about Artificial Intelligence in Algebra 1 Classes in Virtual School Settings.
.- Ordered Network Analysis of Epistemic Emotions during Collaborative Problem Solving.
.- From Intention to Text: AI-Supported Goal Setting in Academic Writing.
.- Tools, Teammates, or Threats? How Pedagogical Reasoning Shapes Novice Instructional Designers' Judgments About AI in Education.
.- Analyzing Middle School Students' Dialogue and Behaviors during Collaborative AI Chatbot Development Using Ordered Network Analysis.
.- Constructing Acceptable Use: Instructor Boundary-Setting with Generative AI.
.- From Information Foraging to Making Sense of the Information: Decoding Mindset-Driven Learning in Computer Based Learning Environments.
.- Modality Matters: How Text, Audio, and Video Interactions Shape Student Engagement and Performance with AI Tutors in 6-8 Mathematics.
.- Integrating Educator-designed AI Tools in Classrooms:Teachers' Practices, Perceptions, and Concerns.
.- Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators.
.- Genie Training the Wisher: Six-Dimension Task-Agnostic AI Coaching for Learning Transferable LLM Prompting Skills.
.- What Do Future Teachers Look For in Movement-Based Learning? Implications For Multimodal Systems.
.- How Linguistic Diversity Impacts Multilingual Automated Scoring in Large-Scale Assessments.
.- Cross-Subject Predictive Validity for Learning Outcomes of Delayed Start Behavior.
.- Seeing the Big Picture: Evaluating Multimodal LLMs' Ability to Interpret and Grade Handwritten Student Work.
.- Beyond Generic Answers and Empty Praise: The DifferentialImpact of AI Companionship Roles on Social-Emotional Learning in University Student Intervention.
.- Unpacking Vibe Coding: Help-Seeking Processes in Student-AI Interactions While Programming.
.- How Annotation Trains Annotators: Competence Development in Social Influence Recognition.
.- Reflective Dialogue or Prompt Refinement? Effects of Tutor Scaffolding on Students' Independent LLM Use for Programming.
.- Dialogue Act Patterns in GenAI-Mediated L2 Oral Practice: A Sequential Analysis of Learner-Chatbot Interactions.
.- Learner-Stage-Aware AI Tutor Improves Learning Processes: Initial Evidence from a Field Experiment.
.- Human Oversight Is Not Neutral: How AI Grades Shape Human Grading Decisions.
.- Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning.
.- Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus.
.- Exploring Teachers' Perspectives on Using Conversational AI Agents for Group Collaboration.
.- Leveraging a Multi-Agent LLM Framework for Academic Reading Support: Design and Evaluation of the SmartRead Platform.