Image de couverture de livre

Exploring the Factors of "AI Guilt" Among Students -- Are You Guilty of Using AI in Your Homework?

Fuente: arXiv

Enregistré dans:

Détails bibliographiques
Auteur principal:	Chan, Cecilia Ka Yuk
Format:	Preprint
Publié:	2024
Sujets:	Computers and Society
Accès en ligne:	Acceder al recurso
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

Students Know AI Should Not Replace Thinking, but How Do They Regulate It? The TACO Framework for Human-AI Cognitive Partnership
par: Chan, Cecilia Ka Yuk
Publié: (2026)

Deconstructing Student Perceptions of Generative AI (GenAI) through an Expectancy Value Theory (EVT)-based Instrument
par: Chan, Cecilia Ka Yuk, et autres
Publié: (2023)

The AI Revolution in Education: Will AI Replace or Assist Teachers in Higher Education?
par: Chan, Cecilia Ka Yuk, et autres
Publié: (2023)

Feeling Guilty Being a c(ai)borg: Navigating the Tensions Between Guilt and Empowerment in AI Use
par: Aal, Konstantin, et autres
Publié: (2025)

Generative AI in Higher Education
par: Chan, Cecilia Ka Yuk, et autres
Publié: (2024)

Closing the Evaluation Gap: Developing a Behavior-Oriented Framework for Assessing Virtual Teamwork Competency
par: Hu, Wenjie, et autres
Publié: (2025)

61A Bot Report: AI Assistants in CS1 Save Students Homework Time and Reduce Demands on Staff. (Now What?)
par: Zamfirescu-Pereira, J. D., et autres
Publié: (2024)

Exploring AI-Generated Text in Student Writing: How Does AI Help?
par: Woo, David James, et autres
Publié: (2023)

Assessment for Experiential Learning
par: Chan, Cecilia Ka Yuk
Publié: (2022)

GPT-4 as a Homework Tutor can Improve Student Engagement and Learning Outcomes
par: Vanzo, Alessandro, et autres
Publié: (2024)

Exploring Student-AI Interactions in Vibe Coding
par: Geng, Francis, et autres
Publié: (2025)

Drawing Your Programs: Exploring the Applications of Visual-Prompting with GenAI for Teaching and Assessment
par: Smith IV, David H., et autres
Publié: (2026)

Towards an AI Buddy for every University Student? Exploring Students' Experiences, Attitudes and Motivations towards AI and AI-based Study Companions
par: Moreno, Judit Martinez, et autres
Publié: (2026)

Your Students Don't Use LLMs Like You Wish They Did
par: Kobler, Sebastian, et autres
Publié: (2026)

DoYouTrustAI: A Tool to Teach Students About AI Misinformation and Prompt Engineering
par: Driscoll, Phillip, et autres
Publié: (2025)

Perceived Importance of Cognitive Skills Among Computing Students in the Era of AI
par: Rani, Neha, et autres
Publié: (2026)

Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education
par: Hernandez, Hilene E., et autres
Publié: (2025)

Exploring Student Behaviors and Motivations using AI TAs with Optional Guardrails
par: Kapoor, Amanpreet, et autres
Publié: (2025)

When Your Boss Is an AI Bot: Exploring Opportunities and Risks of Manager Clone Agents in the Future Workplace
par: Hu, Qing, et autres
Publié: (2025)

Can You Trust an LLM with Your Life-Changing Decision? An Investigation into AI High-Stakes Responses
par: Cahyono, Joshua Adrian, et autres
Publié: (2025)

What AI Speaks for Your Community: Polling AI Agents for Public Opinion on Data Center Projects
par: Wu, Zhifeng, et autres
Publié: (2025)

AI Alignment at Your Discretion
par: Buyl, Maarten, et autres
Publié: (2025)

Psychological Factors Influencing University Students Trust in AI-Based Learning Assistants
par: Dağtekin, Ezgi, et autres
Publié: (2025)

When does AI support thinking, and when does it replace it? Learners' conceptualisations of AI as a dynamic cognitive partner: A typology
par: Chan, C. K. Y
Publié: (2026)

Exploring the Adoption Intention in Using AI-Enabled Educational Tools Among Preservice Teachers in the Philippines: A Partial-Least Square Modeling
par: Sibug, Vanessa B., et autres
Publié: (2026)

When Your AI Agent Succumbs to Peer-Pressure: Studying Opinion-Change Dynamics of LLMs
par: Mehdizadeh, Aliakbar, et autres
Publié: (2025)

Exploring EFL Secondary Students' AI-generated Text Editing While Composition Writing
par: Woo, David James, et autres
Publié: (2025)

Exploring Student Perception on Gen AI Adoption in Higher Education: A Descriptive Study
par: Singh, Harpreet, et autres
Publié: (2026)

Visions of a Discipline: Analyzing Introductory AI Courses on YouTube
par: Engelmann, Severin, et autres
Publié: (2024)

Benchmarking Large Language Models on Homework Assessment in Circuit Analysis
par: Chen, Liangliang, et autres
Publié: (2025)

Attachment Styles and AI Chatbot Interactions Among College Students
par: Lin, Ziqi, et autres
Publié: (2025)

Detecting Verbatim LLM Copy-Paste in Homework
par: Aiersilan, Aizierjiang
Publié: (2026)

Ensuring Computer Science Learning in the AI Era: Open Generative AI Policies and Assignment-Driven Written Quizzes
par: Chung, Chan-Jin
Publié: (2026)

AI in Work-Based Learning: Understanding the Purposes and Effects of Intelligent Tools Among Student Interns
par: Miranda, John Paul P., et autres
Publié: (2026)

Is Your AI Truly Yours? Leveraging Blockchain for Copyrights, Provenance, and Lineage
par: Wang, Qin, et autres
Publié: (2024)

Open AI-Romance with ChatGPT, Ready for Your Cyborg Lover?
par: Xie, Qin
Publié: (2024)

Designing Knowledge Tools: How Students Transition from Using to Creating Generative AI in STEAM classroom
par: Huang, Qian, et autres
Publié: (2025)

Beware! The AI Act Can Also Apply to Your AI Research Practices
par: Wernick, Alina, et autres
Publié: (2025)

Is Contrasting All You Need? Contrastive Learning for the Detection and Attribution of AI-generated Text
par: La Cava, Lucio, et autres
Publié: (2024)

Exploring Human-AI Collaboration Using Mental Models of Early Adopters of Multi-Agent Generative AI Tools
par: Naik, Suchismita, et autres
Publié: (2025)