arXiv subjects

George Buchanan

Publications and source records attributed to George Buchanan.

3 recordsLinked to original sources

arXiv2026

AI Sensing and Intervention in Higher Education: Student Perceptions of Learning Impacts, Affective Responses, and Ethical Priorities

AI technologies that sense student attention and emotions to enable more personalised teaching interventions are increasingly promoted, but raise pressing questions about student learning, well-being, and ethics. In particular, students' perspectives about AI sensing-intervention in learning are often overlooked. We conducted an online mixed-method experiment with Australian university students (N=132), presenting video scenarios varying by whether sensing was used (in-use vs. not-in-use), sensing modality (gaze-based attention detection vs. facial-based emotion detection), and intervention (by digital device vs. teacher). Participants also completed pairwise ranking tasks to prioritise six core ethical concerns. Findings revealed that students valued targeted intervention but responded negatively to AI monitoring, regardless of sensing methods. Students preferred system-generated hints over teacher-initiated assistance, citing learning agency and social embarrassment concerns. Students' ethical considerations prioritised autonomy and privacy, followed by transparency, accuracy, fairness, and learning beneficence. We advocate designing customisable, social-sensitive, non-intrusive systems that preserve student control, agency, and well-being.

cs.HC↗

arXiv2025

Enhanced Bloom's Educational Taxonomy for Fostering Information Literacy in the Era of Large Language Models

The advent of Large Language Models (LLMs) has profoundly transformed the paradigms of information retrieval and problem-solving, enabling students to access information acquisition more efficiently to support learning. However, there is currently a lack of standardized evaluation frameworks that guide learners in effectively leveraging LLMs. This paper proposes an LLM-driven Bloom's Educational Taxonomy that aims to recognize and evaluate students' information literacy (IL) with LLMs, and to formalize and guide students practice-based activities of using LLMs to solve complex problems. The framework delineates the IL corresponding to the cognitive abilities required to use LLM into two distinct stages: Exploration & Action and Creation & Metacognition. It further subdivides these into seven phases: Perceiving, Searching, Reasoning, Interacting, Evaluating, Organizing, and Curating. Through the case presentation, the analysis demonstrates the framework's applicability and feasibility, supporting its role in fostering IL among students with varying levels of prior knowledge. This framework fills the existing gap in the analysis of LLM usage frameworks and provides theoretical support for guiding learners to improve IL.

cs.IR↗

arXiv2024

Who is Helping Whom? Student Concerns about AI- Teacher Collaboration in Higher Education Classrooms

AI's integration into education promises to equip teachers with data-driven insights and intervene in student learning. Despite the intended advancements, there is a lack of understanding of interactions and emerging dynamics in classrooms where various stakeholders including teachers, students, and AI, collaborate. This paper aims to understand how students perceive the implications of AI in Education in terms of classroom collaborative dynamics, especially AI used to observe students and notify teachers to provide targeted help. Using the story completion method, we analyzed narratives from 65 participants, highlighting three challenges: AI decontextualizing of the educational context; AI-teacher cooperation with bias concerns and power disparities; and AI's impact on student behavior that further challenges AI's effectiveness. We argue that for effective and ethical AI-facilitated cooperative education, future AIEd design must factor in the situated nature of implementation. Designers must consider the broader nuances of the education context, impacts on multiple stakeholders, dynamics involving these stakeholders, and the interplay among potential consequences for AI systems and stakeholders. It is crucial to understand the values in the situated context, the capacity and limitations of both AI and humans for effective cooperation, and any implications to the relevant ecosystem.

cs.CY↗