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AI, Writing, and Learner Agency in Educational Contexts
Sat, April 11, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This session invites dialogue on generative AI's impact on writing and learning across educational contexts. Papers examine AI's effects on undergraduate writing quality, design principles for learner-AI collaboration in middle school language classes, secondary students' ChatGPT adoption profiles from resistant to innovative users, graduate students' navigation of anxiety and ethical concerns with AI tools, and older adults' engagement with VR chatbots for cybersecurity education. How do we balance AI's benefits with concerns about coherence, integrity, and autonomy? What pedagogical approaches support responsible AI integration across diverse learners and age groups?
Sub Unit
Chair
Papers
Design-Based Research to Enhance Collaboration between Learners and AI in a Middle School Writing Class - Hyeeun Kim, Seoul National University; Young Hoan Cho, Seoul National University; Minju Kang, Seoul National University; Yeono Son, Seoul National University
Exploring changing profiles of students’ adoption and diffusion of using ChatGPT for learning: A latent transitional analysis - Yuhan Xiong, Education University of Hong Kong; Norman B. Mendoza, The Education University of Hong Kong; Xiaoying Li, ELCHK Lutheran Academy; Zi Yan, The Education University of Hong Kong
From Curiosity to Confidence: How Wearable VR and Chatbots Support Older Learners in Anti-Phishing Education - Jerry Chih-Yuan Sun, National Yang Ming Chiao Tung University; Yu-Ching Chiu, National Yang Ming Chiao Tung University; Aaron Hagedorn, University of Southern California; Li-An Li, National Yang Ming Chiao Tung University
Silent, Self-Directed Learning: Navigating Anxiety, Integrity, and Taboo in AI Use - Merih Ugurel Kamisli, TED University
The Effects of Generative AI on Undergraduate Writing - Maryam Eslami, University of California - Irvine; Penelope Collins, University of California - Irvine