arXiv subjects

Xiu Guan

Publications and source records attributed to Xiu Guan.

2 recordsLinked to original sources

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↗

arXiv2025

Agentic AI as Undercover Teammates: Argumentative Knowledge Construction in Hybrid Human-AI Collaborative Learning

Generative artificial intelligence (AI) agents are increasingly embedded in collaborative learning environments, yet their impact on the processes of argumentative knowledge construction remains insufficiently understood. Emerging conceptualisations of agentic AI and artificial agency suggest that such systems possess bounded autonomy, interactivity, and adaptability, allowing them to engage as epistemic participants rather than mere instructional tools. Building on this theoretical foundation, the present study investigates how agentic AI, designed as undercover teammates with either supportive or contrarian personas, shapes the epistemic and social dynamics of collaborative reasoning. Drawing on Weinberger and Fischer's (2006) four-dimensional framework, participation, epistemic reasoning, argument structure, and social modes of co-construction, we analysed synchronous discourse data from 212 human and 64 AI participants (92 triads) engaged in an analytical problem-solving task. Mixed-effects and epistemic network analyses revealed that AI teammates maintained balanced participation but substantially reorganised epistemic and social processes: supportive personas promoted conceptual integration and consensus-oriented reasoning, whereas contrarian personas provoked critical elaboration and conflict-driven negotiation. Epistemic adequacy, rather than participation volume, predicted individual learning gains, indicating that agentic AI's educational value lies in enhancing the quality and coordination of reasoning rather than amplifying discourse quantity. These findings extend CSCL theory by conceptualising agentic AI as epistemic and social participants, bounded yet adaptive collaborators that redistribute cognitive and argumentative labour in hybrid human-AI learning environments.

cs.HC↗