Bridging Theory and Practice: How AI Feedback Can Enhance Learning Assistants’ Pedagogical Flexibility in STEM Classrooms

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts Virtual Poster Session

Abstract

This study examines how Learning assistants (LAs) facilitate student learning in STEM classrooms and explores how artificial intelligence (AI) tools would enhance feedback on their pedagogical practices. Guided by Vygotsky's sociocultural theory and the Action Taxonomy for LA supports (ATLAS), interviews, focus groups, and classroom observations were analyzed to identify common challenges and feedback needs. Findings highlight three themes: LAs as social mediators fostering inclusive peer learning, difficulties with questioning and facilitation skills, and LAs' hopes and concerns regarding AI-based feedback. Results suggest that AI feedback tools, if designed and guided by theoretical framework, can support LAs' professional growth respecting the relational and contextual nature of their work.
Key words: Common LA pedagogies; STEM Education; AI-informed feedback

Author

• Ramadhan Mubarak Hamisi, University of Colorado - Boulder