arXiv subjects

Angxuan Chen

Publications and source records attributed to Angxuan Chen.

4 recordsLinked to original sources

arXiv2026

Tracing GenAI Literacy: Uncovering Student-AI Interaction Patterns in Academic Writing through Epistemic Network Analysis

As Generative AI (GenAI) becomes integral to education, fostering GenAI literacy is critical. However, current assessments largely rely on self-reported scales, lacking insights into how literacy manifests in actual learning processes. This study leverages Learning Analytics (LA) to bridge this gap. We collected interaction logs from 162 university students engaged in a GenAI-assisted abstract writing task. Using Epistemic Network Analysis (ENA), we modeled and compared the questioning strategies of students with varying GenAI literacy levels. Preliminary results reveal distinct interaction signatures: high-literacy students engage in iterative refinement and strategic questioning, while low-literacy students rely on direct generation commands. This work contributes to the workshop by demonstrating how process data can characterize GenAI literacy, paving the way for data-driven literacy assessment and real-time interventions.

cs.CY↗

arXiv2025

Can theory-driven learning analytics dashboard enhance human-AI collaboration in writing learning? Insights from an empirical experiment

The integration of Generative AI (GenAI) into education has raised concerns about over-reliance and superficial learning, particularly in writing tasks in higher education. This study explores whether a theory-driven learning analytics dashboard (LAD) can enhance human-AI collaboration in the academic writing task by improving writing knowledge gains, fostering self-regulated learning (SRL) skills and building different human-AI dialogue characteristics. Grounded in Zimmerman's SRL framework, the LAD provided real-time feedback on learners' goal-setting, writing processes and reflection, while monitoring the quality of learner-AI interactions. A quasi-experiment was conducted involving 52 postgraduate students divided into an experimental group (EG) using the LAD to a control group (CG) without it in a human-AI collaborative writing task. Pre- and post- knowledge tests, questionnaires measuring SRL and cognitive load, and students' dialogue data with GenAI were collected and analyzed. Results showed that the EG achieved significantly higher writing knowledge gains and improved SRL skills, particularly in self-efficacy and cognitive strategies. However, the EG also reported increased test anxiety and cognitive load, possibly due to heightened metacognitive awareness. Epistemic Network Analysis revealed that the EG engaged in more reflective, evaluative interactions with GenAI, while the CG focused on more transactional and information-seeking exchanges. These findings contribute to the growing body of literature on the educational use of GenAI and highlight the importance of designing interventions that complement GenAI tools, ensuring that technology enhances rather than undermines the learning process.

cs.HC↗

arXiv2025

When learning analytics dashboard is explainable: An exploratory study on the effect of GenAI-supported learning analytics dashboard

This study investigated the impact of a theory-driven, explainable Learning Analytics Dashboard (LAD) on university students' human-AI collaborative academic abstract writing task. Grounded in Self-Regulated Learning (SRL) theory and incorporating Explainable AI (XAI) principles, our LAD featured a three-layered design (Visual, Explainable, Interactive). In an experimental study, participants were randomly assigned to either an experimental group (using the full explainable LAD) or a control group (using a visual-only LAD) to collaboratively write an academic abstract with a Generative AI. While quantitative analysis revealed no significant difference in the quality of co-authored abstracts between the two groups, a significant and noteworthy difference emerged in conceptual understanding: students in the explainable LAD group demonstrated a superior grasp of abstract writing principles, as evidenced by their higher scores on a knowledge test (p= .026). These findings highlight that while basic AI-generated feedback may suffice for immediate task completion, the provision of explainable feedback is crucial for fostering deeper learning, enhancing conceptual understanding, and developing transferable skills fundamental to self-regulated learning in academic writing contexts.

cs.HC↗

arXiv2024

Learning-by-teaching with ChatGPT: The effect of teachable ChatGPT agent on programming education

This study investigates the potential of using ChatGPT as a teachable agent to support students' learning by teaching process, specifically in programming education. While learning by teaching is an effective pedagogical strategy for promoting active learning, traditional teachable agents have limitations, particularly in facilitating natural language dialogue. Our research explored whether ChatGPT, with its ability to engage learners in natural conversations, can support this process. The findings reveal that interacting with ChatGPT improves students' knowledge gains and programming abilities, particularly in writing readable and logically sound code. However, it had limited impact on developing learners' error-correction skills, likely because ChatGPT tends to generate correct code, reducing opportunities for students to practice debugging. Additionally, students' self-regulated learning (SRL) abilities improved, suggesting that teaching ChatGPT fosters learners' higher self-efficacy and better implementation of SRL strategies. This study discussed the role of natural dialogue in fostering socialized learning by teaching, and explored ChatGPT's specific contributions in supporting students' SRL through the learning by teaching process. Overall, the study highlights ChatGPT's potential as a teachable agent, offering insights for future research on ChatGPT-supported education.

cs.CY↗