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Dragan Gašević

Publications and source records attributed to Dragan Gašević.

At least 19 recordsLinked to original sources
arXiv2026

Decoding the Dashboard: Data Comics to Support Students' Understanding of Learning Analytics Visualisations

Learning analytics dashboards (LADs) are intended to help students make sense of their learning data to support reflection and decision-making. However, their visualisations can be complex, particularly for students with low visualisation literacy. Narrative techniques, such as annotated charts and data comics, have been used to communicate insights directly, but not as supplementary materials to empower students to explore their visualisations themselves. In response, we conducted a qualitative study examining how data comics can complement LADs. We interviewed 18 nursing students and 4 of their teachers about a multimodal LAD containing visualisations with data comics explaining them. Analysis showed that data comics were clear, engaging, and helped make complex visualisations more accessible, though they must be carefully designed to avoid overwhelming students with information. The findings suggest that both students and teachers are receptive to data comics as a means of supporting the interpretability of LADs.

cs.HC↗
arXiv2026

"Piecing Data Connections Together Like a Puzzle": Effects of Increasing Task Complexity on the Effectiveness of Data Storytelling Enhanced Visualisations

The emerging concept of data storytelling (DS) suggests that enhancing visualisations with annotations and narratives can make complex data more insightful than conventional visualisations. Previous works found that DS-enhanced visualisations are more effective than conventional visualisations for simple tasks like identifying key data points or the main message. However, no previous work has explored the extent to which DS enhancements influence task completion across different levels of cognitive complexity. We address this gap by presenting the results of a study where 128 participants completed tasks based on four visualisations (two line charts and two choropleth maps, either with or without DS elements) spanning a range of complexity based on Bloom's taxonomy, which has been applied in data visualisation to categorise tasks hierarchically from lower to higher-order thinking. Results suggest that while DS-enhanced visualisations effectively support lower-order tasks (finding data points and understanding insights), they don't necessarily aid the correct completion of higher-order tasks (application, analysis, evaluation and creation). However, DS enhancements improve how efficiently participants complete complex tasks.

cs.HC↗
arXiv2026

Efficient Temporal-aware Matryoshka Adaptation for Temporal Information Retrieval

Retrievers are a key bottleneck in temporal Retrieval-Augmented Generation (RAG) systems: failing to retrieve temporally relevant context can degrade downstream generation, regardless of LLM reasoning. We propose Temporal-aware Matryoshka Representation Learning (TMRL), an efficient method that equips retrievers with temporal-aware Matryoshka embeddings. TMRL leverages the nested structure of Matryoshka embeddings to introduce a temporal subspace, enhancing temporal encoding while preserving general semantic representations. Experiments show that TMRL efficiently adapts diverse standard encoder-only text embedding models, achieving competitive temporal retrieval and temporal RAG performance compared to existing Matryoshka-based adaptation and temporal retrieval methods, while enabling flexible accuracy-efficiency trade-offs.

cs.IR↗
arXiv2026

Dataset of GenAI-Assisted Information Problem Solving in Education

Information Problem Solving (IPS) is a critical competency for academic and professional success in education, work, and life. The advent of Generative Artificial Intelligence (GenAI), particularly tools like ChatGPT, has introduced new possibilities for supporting students in complex IPS tasks. However, empirical insights into how students engage with GenAI during IPS and how these tools can be effectively leveraged for learning remain limited. Moreover, differences in background--shaped by cultural and socioeconomic factors--pose additional challenges to the equitable integration of GenAI in educational contexts. To address this gap, we present an open-source dataset collected from 279 students at a public Australian university. The dataset was generated through students' use of FLoRA, a GenAI-powered educational platform that is widely adopted in the field of learning analytics. Within FLoRA, students interacted with an embedded GenAI chatbot to gather information and synthesize it into data science project proposals. The dataset captures fine-grained, multi-dimensional records of GenAI-assisted IPS processes, including: (i) student-GenAI dialogue transcripts; (ii) writing process log traces; (iii) final project proposals with human-assigned assessment scores; (iv) two surveys assessing students demographic background and their prior knowledge and experience in data science and AI; and (v) surveys capturing students' perceptions of GenAI's effectiveness in supporting IPS and platform use experience. This dataset provides a valuable resource for advancing our understanding of GenAI's role in educational IPS and informing the design of adaptive, inclusive AI-powered learning tools.

cs.HC↗
arXiv2026

MixLoRA-DSI: Dynamically Expandable Mixture-of-LoRA Experts for Rehearsal-Free Generative Retrieval over Dynamic Corpora

Continually updating model-based indexes in generative retrieval with new documents remains challenging, as full retraining is computationally expensive and impractical under resource constraints. We propose MixLoRA-DSI, a novel framework that combines an expandable mixture of Low-Rank Adaptation experts with a layer-wise out-of-distribution (OOD)-driven expansion strategy. Instead of allocating new experts for each new corpus, our proposed expansion strategy enables sublinear parameter growth by selectively introducing new experts only when significant number of OOD documents are detected. Experiments on NQ320k and MS MARCO Passage demonstrate that MixLoRA-DSI outperforms full-model update baselines, with minimal parameter overhead and substantially lower training costs.

cs.IR↗
arXiv2026

The Agency Gap in AI-Supported Writing: How Reactive and Proactive Agent Designs Shape Multimodal Reasoning

Generative AI is becoming part of academic writing, but its educational value depends on how control is shared between learner and system. This study examined an agency gap: performance differences that may arise when AI agent initiative is misaligned with learners' generative AI literacy. Seventy-nine medical and nursing students completed two multimodal analytical writing tasks using healthcare simulation data visualisations. They were randomly assigned to a reactive agent that responded only when prompted or a proactive agent that provided sequenced questions and feedback. Generative AI literacy was measured using the validated 20-item Generative AI Literacy Assessment Test (GLAT). Epistemic network analysis showed that proactive interaction created stronger links among conceptual reasoning, evidence use, and constructive engagement, whereas reactive interaction was more factual and procedural. Ordinal regression showed that generative AI literacy predicted immediate independent writing performance after support was removed, particularly for visual data integration, critical thinking, and overall quality. Condition-specific mediation estimates showed a literacy-performance association in the reactive condition but not in the proactive condition; however, the indirect effects and literacy-by-design interactions were not significant. This pattern is consistent with smaller literacy-related performance differences under proactive scaffolding, but it does not establish a compensatory causal effect. Learner reflections indicated that effective AI writing support requires contextual feedback, dialogic scaffolding, and calibration of initiative to learner needs and task complexity. These findings position interaction design as a potential mechanism for supporting equitable and agency-supportive educational AI agents.

cs.HC↗
arXiv2026

Emergent Learner Agency in Implicit Human-AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction

As agentic artificial intelligence (AI) systems move beyond tool-like support toward more autonomous, team-like roles, a central question concerns the extent to which such systems can meaningfully participate in collaborative learning. Emerging work suggests that agentic AI may adopt distinct interactional personas, such as supportive or contrarian roles, yet little is known about how these personas shape learner agency and group dynamics when AI operates as an undisclosed teammate. This study investigates how supportive and contrarian AI personas influence emergent learner agency, discourse patterns, and experiential outcomes in implicit human-AI creative collaboration. A total of 224 university students were randomly assigned to 97 online triads in human-only, supportive-AI, or contrarian-AI conditions. Teams completed an individual-group-individual creative movie-plot task via a 10-minute text chat. Discourse was coded using a creative-regulatory framework and analysed via transition network analysis, sequential pattern mining, and Gaussian mixture clustering to characterise emergent agency patterns. These patterns were linked to cognitive load, psychological safety, teamwork satisfaction, and creative performance. The findings revealed that contrarian AI produced challenge- and reflection-rich discourse indicative of productive friction, whereas supportive AI promoted agreement-centred trajectories. However, while contrarian personas stimulated critical engagement, they reduced teamwork satisfaction and psychological safety without yielding corresponding gains in creative performance. Educational designs need to balance epistemic challenge with the preservation of the affective climate to ensure that hybrid collaboration supports rather than undermines the learner experience.

cs.HC↗
arXiv2026

Understanding Critical Thinking in Generative Artificial Intelligence Use: Development, Validation, and Correlates of the Critical Thinking in AI Use Scale

Generative AI tools are increasingly embedded in everyday work and learning, yet their fluency, opacity, and propensity to hallucinate mean that users must critically evaluate AI outputs rather than accept them at face value. The present research conceptualises critical thinking in AI use as a dispositional tendency to verify the source and content of AI-generated information, to understand how models work and where they fail, and to reflect on the broader implications of relying on AI. Across six studies (N = 1341), we developed and validated the 13-item critical thinking in AI use scale and mapped its nomological network. Study 1 generated and content-validated scale items. Study 2 supported a three-factor structure (Verification, Motivation, and Reflection). Studies 3 and 4 confirmed the higher-order model, demonstrated strong factor loadings, internal consistency, sex invariance, convergent and discriminant evidence for validity, and showed that critical thinking in AI use was positively associated with openness, extraversion, positive trait affect, and frequency of AI use. Study 5 supported the scale's test-retest reliability. Lastly, Study 6 demonstrated criterion evidence of validity for the scale, with higher critical thinking in AI use scores predicting more frequent and diverse verification strategies, greater veracity judgement accuracy in a novel and naturalistic GPT-powered AI chatbot fact-checking task, and deeper reflection about responsible AI. The current work clarifies why and how people exercise oversight over generative AI outputs and provides a validated scale and ecologically grounded paradigm to support theory testing, cross-group, and longitudinal research on critical thinking in AI use.

cs.AI↗
arXiv2026

Dean of LLM Tutors: A Framework for Automated Quality Review of AI-generated Feedback

Large language model (LLM) tutors are increasingly used to generate educational feedback, but existing research has focused mainly on feedback generation rather than feedback evaluation. As a result, LLM-generated feedback may offer limited pedagogical value and carry risks of hallucination. The current study introduces DeanLLM, an automated review framework for comprehensively evaluating feedback generated by LLM tutors before it is shared with students. We developed a 16-dimension evaluation framework covering feedback content, educational effectiveness, and hallucination risks, and validated it using using human-expert annotations of LLM-generated tutor feedback on synthetic computer science assignment submissions derived from real coursework. We then examined whether LLMs could serve as automated LLM-generated tutor feedback reviewers, and used the best-performing reviewer to benchmark tutor feedback generated by 10 commercial LLMs. Psychometric analyses supported the reliability of the proposed framework and showed that human reviewers tended to evaluate feedback holistically, whereas the LLM reviewer separated rubric dimensions more mechanically. Standard zero-shot and few-shot prompting showed limited agreement with human experts for content-quality judgments. Supervised fine-tuning of GPT-4.1 with human-labelled examples containing scores only, without explanatory rationales, achieved the strongest alignment with expert judgments. Reasoning LLMs were particularly effective at hallucination detection and produced automated tutor feedback with stronger educational effectiveness and factuality than lightweight models. The findings indicate that DeanLLM offers a scalable way for automatically improving the reliability and safety of LLM tutor feedback, while also demonstrating that reviewer calibration and model choice remain critical for educational deployment.

cs.CY↗
arXiv2026

SCALEFeedback: A Large-Scale Dataset of Synthetic Computer Science Assignments for LLM-generated Educational Feedback Research

Using Large Language Models (LLMs) to give educational feedback to students for their assignments has attracted much attention in the AI in Education (AIED) field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In this paper, we introduce a synthetic computer science university assignment dataset for LLM-based educational feedback research, called SCALEFeedback (Synthetic Computer science Assignments for LLM Educational Feedback Research). The dataset is generated via Sophisticated Assignment Mimicry (SAM) framework specifically designed to synthesise this dataset and that utilizes one-to-one LLM-based imitation from real assignment descriptions, rubrics, and student submissions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Technical validation confirmed that the synthetic dataset closely resembles real data while successfully eliminating personally identifiable information present in the source material. The creation of this dataset is a valuable contribution to researchers who aim to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

cs.CY↗
arXiv2026

Socially fluent AI decouples conversational signals from source identity in online interaction

Socially fluent agentic AI can now participate in online interaction in ways that resemble ordinary human conversation, potentially weakening people's ability to infer who is human from conversational signals alone. We tested this possibility in synchronous text-based group interaction by embedding undisclosed AI agents as ordinary teammates across analytical, creative, and ethical tasks. Across 786 participants who made 1,572 post-interaction identity judgments, people did not distinguish AI from human teammates above chance. This failure did not arise because the interaction lacked identity-relevant information. Conversational behaviour contained robust cues that differentiated AI from humans and supported highly accurate computational classification. Instead, participants relied on familiar suspicion heuristics, including response speed, fluency, and perceived scriptedness, that were only weakly related to actual identity. Representational analyses further showed that judgments were organised around subjective impressions rather than the behavioural structure encoding ground truth. This dissociation creates new vulnerabilities to coordinated AI agents that can influence and manipulate online discourse at scale.

cs.HC↗
arXiv2026

Agentivism: a learning theory for the age of artificial intelligence

Learning theories have historically changed when the conditions of learning evolved. Generative and agentic AI create a new condition by allowing learners to delegate explanation, writing, problem solving, and other cognitive work to systems that can generate, recommend, and sometimes act on the learner's behalf. This creates a fundamental challenge for learning theory: successful performance can no longer be assumed to indicate learning. Learners may complete tasks effectively with AI support while developing less understanding, weaker judgment, and limited transferable capability. We argue that this problem is not fully captured by existing learning theories. Behaviourism, cognitivism, constructivism, and connectivism remain important, but they do not directly explain when AI-assisted performance becomes durable human capability. We propose Agentivism, a learning theory for human-AI interaction. Agentivism defines learning as durable growth in human capability through selective delegation to AI, epistemic monitoring and verification of AI contributions, reconstructive internalization of AI-assisted outputs, and transfer under reduced support. The importance of Agentivism lies in explaining how learning remains possible when intelligent delegation is easy and human-AI interaction is becoming a persistent and expanding part of human learning.

cs.AI↗
arXiv2026

Self-Regulated Learning in Essay Writing: Consistency of Strategies and Impact on Outcomes

Background: Abilities for effective self-regulated learning (SRL) are critical for lifelong learning, particularly during adolescence when these skills consolidate and strongly influence future learning. Their importance has grown with the rise of online and blended education. Yet, little is known about how secondary school students self-regulate in online environments, how their SRL processes and strategies evolve, or how they affect outcomes. In secondary education, understanding these processes can reveal patterns and indicators of learning success, informing the design of online support mechanisms. Evidence from repeated-measures designs remains scarce. Objectives: This study aims to examine how secondary school students enact SRL strategies during online essay writing, how these strategies change over time, and how they relate to learning outcomes. Methods: We analysed metacognition-related trace data collected from secondary students during a two-wave online essay-writing task conducted one week apart in two Colombian schools (N = 93 for session 1, N = 95 for session 2) via a digital learning platform. Using a combination of process mining and unsupervised machine learning techniques, we identified dominant SRL strategies grounded in established SRL processes and examined their stability and association with learning outcomes. Results and conclusions: Three dominant SRL strategies were identified. Results showed variability: many students remained in or shifted to Read first, write next, while none used Write intensively, read selectively in session 2. Although less common, latter strategy was positively associated with learning outcomes.

cs.HC↗
arXiv2026

Neural-Symbolic Knowledge Tracing: Injecting Educational Knowledge into Deep Learning for Responsible Learner Modelling

The growing use of artificial intelligence (AI) in education, particularly large language models (LLMs), has increased interest in intelligent tutoring systems. However, LLMs often show limited adaptivity and struggle to model learners' evolving knowledge over time, highlighting the need for dedicated learner modelling approaches. Although deep knowledge tracing methods achieve strong predictive performance, their opacity and susceptibility to bias can limit alignment with pedagogical principles. To address this, we propose Responsible-DKT, a neural-symbolic deep knowledge tracing approach that integrates symbolic educational knowledge (e.g., mastery and non-mastery rules) into sequential neural models for responsible learner modelling. Experiments on a real-world dataset of students' math interactions show that Responsible-DKT outperforms both a neural-symbolic baseline and a fully data-driven PyTorch DKT model across training settings. The model achieves over 0.80 AUC with only 10% of training data and up to 0.90 AUC, improving performance by up to 13%. It also demonstrates improved temporal reliability, producing lower early- and mid-sequence prediction errors and the lowest prediction inconsistency rates across sequence lengths, indicating that prediction updates remain directionally aligned with observed student responses over time. Furthermore, the neural-symbolic approach offers intrinsic interpretability via a grounded computation graph that exposes the logic behind each prediction, enabling both local and global explanations. It also allows empirical evaluation of pedagogical assumptions, revealing that repeated incorrect responses (non-mastery) strongly influence prediction updates. These results indicate that neural-symbolic approaches enhance both performance and interpretability, mitigate data limitations, and support more responsible, human-centered AI in education.

cs.AI↗
arXiv2026

From School AI Readiness to Student AI Literacy: A National Multilevel Mediation Analysis of Institutional Capacity and Teacher Capability

Artificial intelligence (AI) is increasingly embedded in vocational education systems, yet empirical evidence linking institutional AI readiness to student learning outcomes remains limited. This study develops and tests a 2-2-1 cross-level mediation framework examining how school-level AI readiness is associated with student AI literacy through aggregated teacher mechanisms. Using linked survey data from 1,007 vocational institutions, 156,125 teachers, and 2,379,546 students nationwide, multilevel models were estimated to assess direct, indirect, and contextual effects. Results indicate that overall school AI readiness is positively associated with student AI literacy after adjusting for institutional and regional characteristics. When examined independently, all readiness dimensions show positive associations, while simultaneous modelling suggests that readiness operates as an integrated organisational configuration. Cross-level mediation analyses reveal that aggregated teacher-perceived AI capability partially mediates the relationship between institutional readiness and student literacy, whereas general attitudinal acceptance measures do not demonstrate stable transmission effects. Robustness analyses further show that this readiness-capability-literacy pathway remains structurally stable across heterogeneous regional AI development contexts and under alternative modelling specifications. These findings reposition institutional AI readiness as a multilevel organisational condition linked to student AI literacy, identify collective teacher capability as its central transmission mechanism, and underscore the need to align infrastructural investment with sustained professional capacity development.

cs.CY↗
arXiv2026

The Future of Feedback: How Can AI Help Transform Feedback to Be More Engaging, Effective, and Scalable?

With digital learning environments becoming more prevalent, the ease with which generative AI enables the scalable production of real-time, automated feedback holds the potential to reshape learning and teaching experiences. This meeting report synthesizes the interdisciplinary perspectives of 50 scholars from educational psychology, computer science, science education, and the learning sciences on the use of generative AI for feedback and its promises and risks in educational practice. We highlight points of convergence in the scholarship, identify areas of debate and unresolved challenges, and outline open questions and future directions for research and educational practice that emerged from structured small-group activities designed to bridge disciplinary barriers.

cs.CY↗
arXiv2026

Protecting and Promoting Human Agency in Education in the Age of Artificial Intelligence

Human agency is crucial in education and increasingly challenged by the use of generative AI. This meeting report synthesizes interdisciplinary insights and conceptualizes four aspects that delineate human agency: human oversight, AI-human complementarity, AI competencies, and relational emergence. We explore practical dilemmas for protecting and promoting agency, focusing on normative constraints, transparency, and cognitive offloading, and highlight key tensions and implications to inform ethical and effective AI integration in education.

cs.HC↗