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Automated Recommendation of Programming Learning Content Using Pattern-based Knowledge Components
Authors:
Muntasir Hoq,
Griffin Pitts,
Zhangqi Duan,
Arun Balajiee Lekshmi Narayanan,
Mohammad Hassany,
Andrew Lan,
Peter Brusilovsky,
Bita Akram
Abstract:
Introductory programming instruction relies on hands-on practice and short learning activities to support mastery of foundational concepts. Although many such learning resources exist, organizing and linking these items in instructionally meaningful ways is challenging without time-intensive expert curation. This study investigates the use of pattern-based Knowledge Components (KCs) to automatical…
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Introductory programming instruction relies on hands-on practice and short learning activities to support mastery of foundational concepts. Although many such learning resources exist, organizing and linking these items in instructionally meaningful ways is challenging without time-intensive expert curation. This study investigates the use of pattern-based Knowledge Components (KCs) to automatically identify code-based learning resources targeting similar concepts. In our approach, pattern-based KCs are extracted from each code sample, and related activities are identified by measuring similarity between the KC sets associated with each activity. By leveraging alignment at the level of semantically important programming patterns, this method supports contextually appropriate and pedagogically useful recommendations. We evaluate our approach on an expert-organized corpus of introductory Python materials in which instructors grouped items into bundles based on conceptual similarity. Results show that our pattern-based KC approach retrieves resources that align with this expert organization, and outperformed representative KC- and embedding-based baselines across standard ranking evaluations. Overall, the framework supports targeted, concept-oriented guidance for programming learners and can help instructors organize, bundle, and recommend instructional content at scale.
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Submitted 9 June, 2026;
originally announced July 2026.
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An Explainable AI Assistant for Introductory Programming Education: Improving Feedback Reliability with Instructor-AI Collaboration
Authors:
Muntasir Hoq,
Griffin Pitts,
Bradford Mott,
Seung Lee,
Jessica Vandenberg,
Shuyin Jiao,
Narges Norouzi,
James Lester,
Bita Akram
Abstract:
Active learning is widely recognized as an effective approach for improving learning outcomes in introductory programming courses. However, insufficient instructional support often limits students' access to timely, personalized feedback, which is crucial for mastering foundational programming concepts. Although recent advances in AI, particularly large language models, offer scalable opportunitie…
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Active learning is widely recognized as an effective approach for improving learning outcomes in introductory programming courses. However, insufficient instructional support often limits students' access to timely, personalized feedback, which is crucial for mastering foundational programming concepts. Although recent advances in AI, particularly large language models, offer scalable opportunities for feedback, concerns about explainability and reliability remain. In this paper, we present an AI-driven classroom assistant that leverages an explainable AI model to analyze student code, map logical errors to instructor-identified misconceptions, and deliver instructor-authored feedback, thereby grounding reliability in instructor-defined pedagogical knowledge. To evaluate the effectiveness of our framework, we conducted an expert evaluation to examine its alignment with instructor-verified feedback and deployed the system in a classroom setting to assess students' perceptions of its usability. Results indicate that the assistant can provide accurate, instructor-verified feedback to students while fostering a positive experience.
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Submitted 12 May, 2026;
originally announced June 2026.
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Engineering Students' Self-Efficacy, Perceptions, and Performance in a Flipped CS1 Course
Authors:
Griffin Pitts,
Ashish Aggarwal
Abstract:
This full research paper investigates how engineering students' course-related beliefs relate to exam performance in a flipped introductory programming course. Understanding factors that influence student learning and performance has long been a focus of computing education research. While prior studies have identified psychological and contextually relevant predictors of success, much of this wor…
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This full research paper investigates how engineering students' course-related beliefs relate to exam performance in a flipped introductory programming course. Understanding factors that influence student learning and performance has long been a focus of computing education research. While prior studies have identified psychological and contextually relevant predictors of success, much of this work has examined students majoring in computer science. Yet introductory programming courses now serve many students from other disciplines, whose beliefs and motivations may differ. To examine these relationships in an engineering-focused CS1 context, we analyze survey and exam data from 602 students. An exploratory factor analysis identified three latent factors: self-efficacy, attitudes toward learning, and perceived programming difficulty. Self-efficacy was positively associated with exam performance, while perceived difficulty was negatively associated. Differences in reported beliefs were also observed across demographic groups, even when performance outcomes were similar. These findings align with and extend prior research, highlighting the role of self-efficacy in achievement and persistence in computing education.
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Submitted 31 May, 2026;
originally announced June 2026.
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Retrieval-Augmented Tutoring for Algorithm Tracing and Problem-Solving in AI Education
Authors:
Mragisha Jain,
Tirth Bhatt,
Griffin Pitts,
Aum Pandya,
Peter Brusilovsky,
Narges Norouzi,
Arto Hellas,
Juho Leinonen,
Bita Akram
Abstract:
Students learning algorithms often need support as they interpret traces, debug reasoning errors, and apply procedures across unfamiliar problem instances. In this paper, we present KITE (Knowledge-Informed Tutoring Engine), a Retrieval-Augmented Generation (RAG)-based intelligent tutoring system designed to serve as a classroom teaching assistant for algorithmic reasoning and problem-solving task…
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Students learning algorithms often need support as they interpret traces, debug reasoning errors, and apply procedures across unfamiliar problem instances. In this paper, we present KITE (Knowledge-Informed Tutoring Engine), a Retrieval-Augmented Generation (RAG)-based intelligent tutoring system designed to serve as a classroom teaching assistant for algorithmic reasoning and problem-solving tasks. KITE uses an intent-aware Socratic response strategy to tailor support to different student needs, responding with targeted hints, guiding questions, and progressive scaffolding intended to strengthen students' algorithmic problem-solving ability. To keep responses aligned with course content, KITE uses a multimodal RAG pipeline that retrieves relevant information from course materials. We evaluate KITE using three forms of assessment: RAGAs-based metrics for response grounding and quality, expert evaluation of pedagogical quality, and a simulated student pipeline in which a weaker language model interacts with KITE across two-turn dialogues and produces revised answers after receiving feedback. Results indicate that KITE produces contextually grounded and pedagogically appropriate responses. Further, using simulated students, KITE's feedback helped the student models produce more accurate follow-up responses on procedural and tracing questions, suggesting that its scaffolding can support algorithmic problem-solving. This work contributes a tutoring architecture and an evaluation approach for assessing retrieval-grounded explanations and scaffolded problem-solving feedback.
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Submitted 13 May, 2026;
originally announced May 2026.
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Personalized Worked Example Generation from Student Code Submissions Using Pattern-based Knowledge Components
Authors:
Griffin Pitts,
Muntasir Hoq,
Peter Brusilovsky,
Narges Norouzi,
Arto Hellas,
Juho Leinonen,
Bita Akram
Abstract:
Adaptive programming practice often relies on fixed libraries of worked examples and practice problems, which require substantial authoring effort and may not correspond well to the logical errors and partial solutions students produce while writing code. As a result, students may receive learning content that does not directly address the concepts they are working to understand, while instructors…
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Adaptive programming practice often relies on fixed libraries of worked examples and practice problems, which require substantial authoring effort and may not correspond well to the logical errors and partial solutions students produce while writing code. As a result, students may receive learning content that does not directly address the concepts they are working to understand, while instructors must either invest additional effort in expanding content libraries or accept a coarse level of personalization. We present an approach for knowledge-component (KC) guided educational content generation using pattern-based KCs extracted from student code. Given a problem statement and student submissions, our pipeline extracts recurring structural KC patterns from students' code through AST-based analysis and uses them to condition a generative model. In this study, we apply this approach to worked example generation, and compare baseline and KC-conditioned outputs through expert evaluation. Results suggest that KC-conditioned generation improves topical focus and relevance to students' underlying logical errors, providing evidence that KC-based steering of generative models can support personalized learning at scale.
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Submitted 5 May, 2026; v1 submitted 27 April, 2026;
originally announced April 2026.
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Democratizing Foundations of Problem-Solving with AI: A Breadth-First Search Curriculum for Middle School Students
Authors:
Griffin Pitts,
Kimia Fazeli,
Tirth Bhatt,
Jennifer Albert,
Marnie Hill,
Tiffany Barnes,
Shiyan Jiang,
Bita Akram
Abstract:
As AI becomes more common in students' everyday experiences, a major challenge for K-12 AI education is designing learning experiences that can be meaningfully integrated into existing subject-area instruction. This paper presents the design and implementation of an AI4K12-aligned curriculum that embeds AI learning goals within a rural middle school science classroom using Breadth-First Search (BF…
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As AI becomes more common in students' everyday experiences, a major challenge for K-12 AI education is designing learning experiences that can be meaningfully integrated into existing subject-area instruction. This paper presents the design and implementation of an AI4K12-aligned curriculum that embeds AI learning goals within a rural middle school science classroom using Breadth-First Search (BFS) as an accessible entry point to AI problem-solving. Through unplugged activities and an interactive simulation environment, students learned BFS as a strategy for exploring networks and identifying shortest paths, then applied it to science contexts involving virus spread and contact tracing. To examine engagement and learning, we analyzed pre- and post-assessments, student work artifacts, and a teacher interview. Results suggest that students engaged productively with the curriculum, improved their understanding of BFS and AI problem-solving, and benefited from learning these ideas within ongoing science instruction. Teacher feedback further indicated that the module fit well within the science curriculum while supporting intended science learning outcomes. We conclude with curriculum and design considerations for broadening access to learning about problem-solving with AI in education.
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Submitted 15 April, 2026; v1 submitted 1 April, 2026;
originally announced April 2026.
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Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators
Authors:
Griffin Pitts,
Neha Rani,
Weedguet Mildort
Abstract:
As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools. Trust in AI can influence how students interpret and use that output, including whether they evaluate it critically or exhibit overreliance. We investigate how students' trust relates to their ap…
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As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools. Trust in AI can influence how students interpret and use that output, including whether they evaluate it critically or exhibit overreliance. We investigate how students' trust relates to their appropriate reliance on an AI assistant during programming problem-solving tasks, and whether this relationship differs by learner characteristics. With 432 undergraduate participants, students' completed Python output-prediction problems while receiving recommendations and explanations from an AI chatbot, including accurate and intentionally misleading suggestions. We operationalize reliance behaviorally as the extent to which students' responses reflected appropriate use of the AI assistant's suggestions, accepting them when they were correct and rejecting them when they were incorrect. Pre- and post-task surveys assessed trust in the assistant, AI literacy, need for cognition, programming self-efficacy, and programming literacy. Results showed a non-linear relationship in which higher trust was associated with lower appropriate reliance, suggesting weaker discrimination between correct and incorrect recommendations. This relationship was significantly moderated by students' AI literacy and need for cognition. These findings highlight the need for future work on instructional and system supports that encourage more reflective evaluation of AI assistance during problem-solving.
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Submitted 8 June, 2026; v1 submitted 1 April, 2026;
originally announced April 2026.
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What Drives Students' Use of AI Chatbots? Technology Acceptance in Conversational AI
Authors:
Griffin Pitts,
Sanaz Motamedi
Abstract:
Conversational AI tools have been rapidly adopted by students and are becoming part of their learning routines. To understand what drives this adoption, we draw on the Technology Acceptance Model (TAM) and examine how perceived usefulness and perceived ease of use relate to students' behavioral intention to use conversational AI that generates responses for learning tasks. We extend TAM by incorpo…
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Conversational AI tools have been rapidly adopted by students and are becoming part of their learning routines. To understand what drives this adoption, we draw on the Technology Acceptance Model (TAM) and examine how perceived usefulness and perceived ease of use relate to students' behavioral intention to use conversational AI that generates responses for learning tasks. We extend TAM by incorporating trust, perceived enjoyment, and subjective norms as additional factors that capture social and affective influences and uncertainty around AI outputs.
Using partial least squares structural equation modeling, we find perceived usefulness remains the strongest predictor of students' intention to use conversational AI. However, perceived ease of use does not exert a significant direct effect on behavioral intention once other factors are considered, operating instead indirectly through perceived usefulness. Trust and subjective norms significantly influence perceptions of usefulness, while perceived enjoyment exerts both a direct and indirect effect on usage intentions. These findings suggest that adoption decisions for conversational AI systems are influenced less by effort-related considerations and more by confidence in system outputs, affective engagement, and social context. Future research is needed to further examine how these acceptance relationships generalize across different conversational systems and usage contexts.
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Submitted 24 February, 2026;
originally announced February 2026.
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Automated Program Repair of Uncompilable Student Code
Authors:
Griffin Pitts,
Aum Pandya,
Darsh Rank,
Tirth Bhatt,
Muntasir Hoq,
Bita Akram
Abstract:
A significant portion of student programming submissions in CS1 learning environments are uncompilable, limiting their use in student modeling and downstream knowledge tracing. Traditional modeling pipelines often exclude these cases, discarding observations of student learning. This study investigates automated program repair as a strategy to recover uncompilable code while preserving students' s…
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A significant portion of student programming submissions in CS1 learning environments are uncompilable, limiting their use in student modeling and downstream knowledge tracing. Traditional modeling pipelines often exclude these cases, discarding observations of student learning. This study investigates automated program repair as a strategy to recover uncompilable code while preserving students' structural intent for use in student modeling. Within this framework, we assess large language models (LLMs) as repair agents under high- and low-context prompting conditions. Repairs were evaluated for compilability, edit distance, and preservation of students' original structure and logic. While all models produced compilable repairs, they differed in how well they preserve students' control flow and code structure, affecting their pedagogical utility. By recovering uncompilable submissions, this work enables richer and more comprehensive analyses of learners' coding processes and development over time.
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Submitted 23 December, 2025; v1 submitted 7 October, 2025;
originally announced October 2025.
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A Survey of LLM-Based Applications in Programming Education: Balancing Automation and Human Oversight
Authors:
Griffin Pitts,
Anurata Prabha Hridi,
Arun-Balajiee Lekshmi-Narayanan
Abstract:
Novice programmers benefit from timely, personalized support that addresses individual learning gaps, yet the availability of instructors and teaching assistants is inherently limited. Large language models (LLMs) present opportunities to scale such support, though their effectiveness depends on how well technical capabilities are aligned with pedagogical goals. This survey synthesizes recent work…
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Novice programmers benefit from timely, personalized support that addresses individual learning gaps, yet the availability of instructors and teaching assistants is inherently limited. Large language models (LLMs) present opportunities to scale such support, though their effectiveness depends on how well technical capabilities are aligned with pedagogical goals. This survey synthesizes recent work on LLM applications in programming education across three focal areas: formative code feedback, assessment, and knowledge modeling. We identify recurring design patterns in how these tools are applied and find that interventions are most effective when educator expertise complements model output through human-in-the-loop oversight, scaffolding, and evaluation. Fully automated approaches are often constrained in capturing the pedagogical nuances of programming education, although human-in-the-loop designs and course specific adaptation offer promising directions for future improvement. Future research should focus on improving transparency, strengthening alignment with pedagogy, and developing systems that flexibly adapt to the needs of varied learning contexts.
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Submitted 4 October, 2025;
originally announced October 2025.
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Human-Centered Design for Connected Automation: Predicting Pedestrian Crossing Intentions
Authors:
Sanaz Motamedi,
Viktoria Marcus,
Griffin Pitts
Abstract:
More than half of the 1.19 million annual traffic fatalities globally involve vulnerable road users, such as pedestrians, with a significant proportion attributable to human error. Level-5 automated driving systems (ADSs) have the potential to reduce these incidents; However, their effectiveness depends not only on automation performance but also on their ability to communicate intent and coordina…
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More than half of the 1.19 million annual traffic fatalities globally involve vulnerable road users, such as pedestrians, with a significant proportion attributable to human error. Level-5 automated driving systems (ADSs) have the potential to reduce these incidents; However, their effectiveness depends not only on automation performance but also on their ability to communicate intent and coordinate safely with pedestrians in the absence of traditional driver cues. This study aims to model pedestrian decision-making in road-crossing scenarios involving level-5 ADSs by extending the Theory of Planned Behavior (TPB) with safety, trust, compatibility, and understanding. An online survey (n = 212) found that perceived behavioral control, attitude, and social information significantly influence pedestrians' crossing intentions, with perceived safety and understanding having the strongest effects on the TPB constructs. The results offer guidance for designing eHMIs and cooperative V2X communication strategies that promote safe pedestrian-ADS interactions and advance human-centered design for autonomous vehicles.
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Submitted 9 June, 2026; v1 submitted 28 August, 2025;
originally announced August 2025.
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Pattern-based Knowledge Component Extraction from Student Code Using Representation Learning
Authors:
Muntasir Hoq,
Griffin Pitts,
Tirth Bhatt,
Aum Pandya,
Andrew Lan,
Peter Brusilovsky,
Bita Akram
Abstract:
Personalized instruction aims to provide learners with support that adapts to their individual knowledge and progress toward learning objectives. Discovering and tracing Knowledge Components (KCs) is an important step in building accurate models of student learning. However, KC discovery in computer science education is challenging due to the open-ended nature of programming, wide variability in s…
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Personalized instruction aims to provide learners with support that adapts to their individual knowledge and progress toward learning objectives. Discovering and tracing Knowledge Components (KCs) is an important step in building accurate models of student learning. However, KC discovery in computer science education is challenging due to the open-ended nature of programming, wide variability in student solutions, and intertwined use of programming structures in code. We address these challenges with a pattern-based KC discovery method that uses a data-driven approach to define KCs as recurring structural patterns in student code that reveal persistent patterns of struggle and mastery in students' solutions. We then evaluate the discovered KCs using expert evaluation and statistical student modeling to demonstrate their effectiveness in capturing student learning and struggles. We propose a framework for modeling students' learning by deriving pattern-based KCs from student code through a three-stage process. First, an attention-based code representation model identifies Abstract Syntax Tree subtrees most relevant to code correctness. Second, a Variational Autoencoder abstracts these subtrees into a smooth latent space, capturing structural similarity across student submissions. Third, the resulting representations are clustered into pattern-based KCs. To assess the effectiveness of pattern-based KCs for modeling students' learning, we adapt the Deep Knowledge Tracing model to incorporate these KCs, demonstrating significant improvements in predictive performance over baseline KT methods. Additionally, the learning curve analysis showed alignment between the derived KCs and learning theory.
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Submitted 31 March, 2026; v1 submitted 12 August, 2025;
originally announced August 2025.
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Impact of eHMI on Pedestrians' Interactions with Level-5 Automated Driving Systems
Authors:
Viktoria Marcus,
Griffin Pitts,
Sanaz Motamedi
Abstract:
Each year, over half of global traffic fatalities involve vulnerable road users (e.g. pedestrians), often due to human error. Level-5 automated driving systems (ADSs) could reduce driver errors contributing to pedestrian accidents, though effectiveness depends on clarity and understandability for other road users. External human-machine interfaces (eHMIs) have been proposed to facilitate pedestria…
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Each year, over half of global traffic fatalities involve vulnerable road users (e.g. pedestrians), often due to human error. Level-5 automated driving systems (ADSs) could reduce driver errors contributing to pedestrian accidents, though effectiveness depends on clarity and understandability for other road users. External human-machine interfaces (eHMIs) have been proposed to facilitate pedestrian-ADS communication, though consensus on optimal eHMI features remains unclear. In an online survey, 153 participants responded to road-crossing scenarios involving level-5 ADSs, with and without eHMIs. With eHMIs, pedestrians crossed earlier and more confidently, and reported significantly increased perceptions of safety, trust, and understanding when interacting with level-5 ADSs. Visual eHMI features (including a text display and external speedometer) were ranked more necessary than auditory ones, though auditory cues received positive feedback. This study demonstrates that eHMIs can significantly improve pedestrians' understanding of level-5 ADS intent and enhance perceived safety and trust, facilitating more intuitive pedestrian-ADS interactions.
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Submitted 28 July, 2025;
originally announced July 2025.
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Students' Reliance on AI in Higher Education: Identifying Contributing Factors
Authors:
Griffin Pitts,
Neha Rani,
Weedguet Mildort,
Eva-Marie Cook
Abstract:
The increasing availability and use of artificial intelligence (AI) tools in educational settings has raised concerns about students' overreliance on these technologies. Overreliance occurs when individuals accept incorrect AI-generated recommendations, often without critical evaluation, leading to flawed problem solutions and undermining learning outcomes. This study investigates potential factor…
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The increasing availability and use of artificial intelligence (AI) tools in educational settings has raised concerns about students' overreliance on these technologies. Overreliance occurs when individuals accept incorrect AI-generated recommendations, often without critical evaluation, leading to flawed problem solutions and undermining learning outcomes. This study investigates potential factors contributing to patterns of AI reliance among undergraduate students, examining not only overreliance but also appropriate reliance (correctly accepting helpful and rejecting harmful recommendations) and underreliance (incorrectly rejecting helpful recommendations). Our approach combined pre- and post-surveys with a controlled experimental task where participants solved programming problems with an AI assistant that provided both accurate and deliberately incorrect suggestions, allowing direct observation of students' reliance patterns when faced with varying AI reliability. We find that appropriate reliance is significantly related to students' programming self-efficacy, programming literacy, and need for cognition, while showing negative correlations with post-task trust and satisfaction. Overreliance showed significant correlations with post-task trust and satisfaction with the AI assistant. Underreliance was negatively correlated with programming literacy, programming self-efficacy, and need for cognition. Overall, the findings provide insights for developing targeted interventions that promote appropriate reliance on AI tools, with implications for the integration of AI in curriculum and educational technologies.
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Submitted 16 June, 2025;
originally announced June 2025.
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Understanding Human-AI Trust in Education
Authors:
Griffin Pitts,
Sanaz Motamedi
Abstract:
As AI chatbots become integrated in education, students are turning to these systems for guidance, feedback, and information. However, the anthropomorphic characteristics of these chatbots create ambiguity over whether students develop trust in them in ways similar to trusting a human peer or instructor (human-like trust, often linked to interpersonal trust models) or in ways similar to trusting a…
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As AI chatbots become integrated in education, students are turning to these systems for guidance, feedback, and information. However, the anthropomorphic characteristics of these chatbots create ambiguity over whether students develop trust in them in ways similar to trusting a human peer or instructor (human-like trust, often linked to interpersonal trust models) or in ways similar to trusting a conventional technology (system-like trust, often linked to technology trust models). This ambiguity presents theoretical challenges, as interpersonal trust models may inappropriately ascribe human intentionality and morality to AI, while technology trust models were developed for non-social systems, leaving their applicability to conversational, human-like agents unclear. To address this gap, we examine how these two forms of trust, human-like and system-like, comparatively influence students' perceptions of an AI chatbot, specifically perceived enjoyment, trusting intention, behavioral intention to use, and perceived usefulness. Using partial least squares structural equation modeling, we found that both forms of trust significantly influenced student perceptions, though with varied effects. Human-like trust was the stronger predictor of trusting intention, whereas system-like trust more strongly influenced behavioral intention and perceived usefulness; both had similar effects on perceived enjoyment. The results suggest that interactions with AI chatbots give rise to a distinct form of trust, human-AI trust, that differs from human-human and human-technology models, highlighting the need for new theoretical frameworks in this domain. In addition, the study offers practical insights for fostering appropriately calibrated trust, which is critical for the effective adoption and pedagogical impact of AI in education.
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Submitted 23 December, 2025; v1 submitted 10 June, 2025;
originally announced June 2025.
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Student Perspectives on the Benefits and Risks of AI in Education
Authors:
Griffin Pitts,
Viktoria Marcus,
Sanaz Motamedi
Abstract:
The use of chatbots equipped with artificial intelligence (AI) in educational settings has increased in recent years, showing potential to support teaching and learning. However, the adoption of these technologies has raised concerns about their impact on academic integrity, students' ability to problem-solve independently, and potential underlying biases. To better understand students' perspectiv…
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The use of chatbots equipped with artificial intelligence (AI) in educational settings has increased in recent years, showing potential to support teaching and learning. However, the adoption of these technologies has raised concerns about their impact on academic integrity, students' ability to problem-solve independently, and potential underlying biases. To better understand students' perspectives and experiences with these tools, a survey was conducted at a large public university in the United States. Through thematic analysis, 262 undergraduate students' responses regarding their perceived benefits and risks of AI chatbots in education were identified and categorized into themes.
The results discuss several benefits identified by the students, with feedback and study support, instruction capabilities, and access to information being the most cited. Their primary concerns included risks to academic integrity, accuracy of information, loss of critical thinking skills, the potential development of overreliance, and ethical considerations such as data privacy, system bias, environmental impact, and preservation of human elements in education.
While student perceptions align with previously discussed benefits and risks of AI in education, they show heightened concerns about distinguishing between human and AI generated work - particularly in cases where authentic work is flagged as AI-generated. To address students' concerns, institutions can establish clear policies regarding AI use and develop curriculum around AI literacy. With these in place, practitioners can effectively develop and implement educational systems that leverage AI's potential in areas such as immediate feedback and personalized learning support. This approach can enhance the quality of students' educational experiences while preserving the integrity of the learning process with AI.
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Submitted 3 June, 2025; v1 submitted 4 May, 2025;
originally announced May 2025.