Leibniz-Institut für Wissensmedien

A Comparative Study of Knowledge Component Granularity in Intelligent Language Tutoring Systems

Intelligent Language Tutoring Systems (ILTS) aim to provide adaptive language-learning experiences tailored to individual students. A major challenge is determining the appropriate granularity of Knowledge Components (KCs) for predicting student performance. Accurate prediction i...

A Comparative Study of Knowledge Component Granularity in Intelligent Language Tutoring Systems

Intelligent Language Tutoring Systems (ILTS) aim to provide adaptive language-learning experiences tailored to individual students. A major challenge is determining the appropriate granularity of Knowledge Components (KCs) for predicting student performance. Accurate prediction i...

Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI

As Artificial Intelligence (AI)-based technologies have been integrated into school classrooms where multiple stakeholders (with different roles) interact with each other, it is critical to deeply understand stakeholder views in the classroom. In particular, prior work has not fu...

Misinformation as an Event-Model Problem

Why does misinformation continue to influence reasoning even after it has been corrected? Dominant accounts treat this persistence as a failure of belief updating, emphasizing propositional acceptance, motivational resistance, or memory decay. We argue that this view overlooks a...

The impact of authorship and AI attitude on the perception of message credibility and author competence

Generative artificial intelligence (AI) is increasingly changing the way information is conveyed which raises questions about the perception of author competence and message credibility. This study examines the extent to which the type of author (human vs. AI) and the gender of t...