Image de couverture de livre

Generative AI Use in Professional Graduate Thesis Writing: Adoption, Perceived Outcomes, and the Role of a Research-Specialized Agent

Fuente: arXiv

Enregistré dans:

Détails bibliographiques
Auteurs principaux:	Saito, Kenji, Tajika, Rei, Shibuya, Satoru, Kanno, Hiroshi
Format:	Preprint
Publié:	2026
Sujets:	Computers and Society Human-Computer Interaction K.3.1; K.4.1
Accès en ligne:	Acceder al recurso
Tags:	Ajouter un tag Pas de tags, Soyez le premier à ajouter un tag!

Documents similaires

GAMER PAT: Research as a Serious Game
par: Saito, Kenji, et autres
Publié: (2025)

A University Framework for the Responsible use of Generative AI in Research
par: Smith, Shannon, et autres
Publié: (2024)

Beyond Repetition: The Role of Varied Questioning and Feedback in Knowledge Generalization
par: Yadav, Gautam, et autres
Publié: (2024)

Student Reflections on Self-Initiated GenAI Use in HCI Education
par: Sandhaus, Hauke, et autres
Publié: (2024)

Exploring Learners' Expectations and Engagement When Collaborating with Constructively Controversial Peer Agents
par: Tanprasert, Thitaree, et autres
Publié: (2026)

Co-Designing with Algorithms: Unpacking the Complex Role of GenAI in Interactive System Design Education
par: Sandhaus, Hauke, et autres
Publié: (2024)

Sports Business Administration and New Age Technology: Role of AI
par: Singh, Sahibpreet, et autres
Publié: (2025)

Detecting LLM-Assisted Academic Dishonesty using Keystroke Dynamics
par: Mehta, Atharva, et autres
Publié: (2025)

AI-Assisted Model for Generating Multiple-Choice Questions
par: Krushynska, Tetiana, et autres
Publié: (2026)

What LLMs Must Forget to Teach Effectively: A DIY Approach to Premodern Japanese Language Pedagogy
par: Stilerman, Ariel, et autres
Publié: (2026)

Integrating LLMs for Grading and Appeal Resolution in Computer Science Education
par: Aytutuldu, I., et autres
Publié: (2025)

V(is)owel: An Interactive Vowel Chart to Understand What Makes Visual Pronunciation Effective in Second Language Learning
par: Kiesel, Charlotte, et autres
Publié: (2025)

Facilitating Instructors-LLM Collaboration for Problem Design in Introductory Programming Classrooms
par: Hoq, Muntasir, et autres
Publié: (2025)

Self-driving technologies need the help of the public: A narrative review of the evidence
par: Smith, Jonathan, et autres
Publié: (2025)

Atlas of AI Risks: Enhancing Public Understanding of AI Risks
par: Bogucka, Edyta, et autres
Publié: (2025)

'AI': Ideologies of Computing
par: Kerne, Andruid
Publié: (2026)

AI to Learn 2.0: A Deliverable-Oriented Governance Framework and Maturity Rubric for Opaque AI in Learning-Intensive Domains
par: Shintani, Seine A.
Publié: (2026)

Teacher Professional Development on WhatsApp and LLMs: Early Lessons from Cameroon
par: Cannanure, Vikram Kamath, et autres
Publié: (2026)

Finding a Way Through the Social Media Labyrinth: Guiding Design Through User Expectations
par: Mildner, Thomas, et autres
Publié: (2024)

Level Up or Game Over: Exploring How Dark Patterns Shape Mobile Games
par: Niknejad, Sam, et autres
Publié: (2024)

Assessing the Auditability of AI-integrating Systems: A Framework and Learning Analytics Case Study
par: Fernsel, Linda, et autres
Publié: (2024)

Applying Think-Aloud in ICTD: A Case Study of a Chatbot Use by Teachers in Rural Côte d'Ivoire
par: Cannanure, Vikram Kamath, et autres
Publié: (2025)

To Shelter or Not To Shelter: Exploring the Influence of Different Modalities in Virtual Reality on Individuals' Tornado Mitigation Behaviors
par: Xu, Jiuyi, et autres
Publié: (2024)

Do Hackers Dream of Electric Teachers?: A Large-Scale, In-Situ Evaluation of Cybersecurity Student Behaviors and Performance with AI Tutors
par: Tompkins, Michael, et autres
Publié: (2026)

Bridging Boundaries: How to Foster Effective Research Collaborations Across Affiliations in the Field of Trust and Safety
par: Menking, Amanda, et autres
Publié: (2025)

Why AI Harms Can't Be Fixed One Identity at a Time: What 5300 Incident Reports Reveal About Intersectionality
par: Bogucka, Edyta, et autres
Publié: (2026)

On the Complexities of Testing for Compliance with Human Oversight Requirements in AI Regulation
par: Langer, Markus, et autres
Publié: (2025)

What does AI consider praiseworthy?
par: Peterson, Andrew J.
Publié: (2024)

Situated Epistemic Infrastructures: A Diagnostic Framework for Post-Coherence Knowledge
par: Kelly, Matthew
Publié: (2025)

The State's Politics of "Fake Data"
par: Liu, Chuncheng, et autres
Publié: (2026)

SLIP & ETHICS: Graduated Intervention for AI Emotional Companions
par: Kim, Minseo
Publié: (2026)

LLM-Assisted Cheating Detection in Korean Language via Keystrokes
par: Roh, Dong Hyun, et autres
Publié: (2025)

The Reliance Negotiation Framework: A Dynamic Process Model of Student LLM Engagement in Academic Writing
par: Hossain, Shahin
Publié: (2026)

Reviewriter: AI-Generated Instructions For Peer Review Writing
par: Su, Xiaotian, et autres
Publié: (2025)

Wellbeing-Centered UX: Supporting Content Moderators
par: Mihalache, Diana, et autres
Publié: (2025)

Exploring the "Banality" of Deception in Generative AI
par: Narwane, Ishitaa, et autres
Publié: (2026)

Detecting Student Intent for Chat-Based Intelligent Tutoring Systems
par: Cutler, Ella, et autres
Publié: (2025)

Who Is in the Room? Stakeholder Perspectives on AI Recording in Pediatric Emergency Care
par: De Masi, Alexandre, et autres
Publié: (2026)

Mind the Gap: Mapping Wearer-Bystander Privacy Tensions and Context-Adaptive Pathways for Camera Glasses
par: Wang, Xueyang, et autres
Publié: (2026)

My Parents Expectations Were Overwhelming: Online Dating Romance Scams Targeting Minors in Iran Through Exploitation of Parental Pressure
par: Amirkhani, Sima, et autres
Publié: (2026)