Cover Image

Teacher-Authored Prompts for Configuring Student-AI Dialogue: K-12 Classroom Implementation

Fuente: arXiv

Saved in:

Bibliographic Details
Main Authors:	Liu, Alex, Sun, Min, Esbenshade, Lief, Tian, Victor, Zhang, Zachary, He, Kevin
Format:	Preprint
Published:	2026
Subjects:	Human-Computer Interaction
Online Access:	Acceder al recurso
Tags:	Add Tag No Tags, Be the first to tag this record!

Similar Items

Implementation Considerations for Automated AI Grading of Student Work
by: Tian, Zewei, et al.
Published: (2025)

How K-12 Educators Use AI: LLM-Assisted Qualitative Analysis at Scale
by: Liu, Alex, et al.
Published: (2025)

AI as a Teaching Partner: Early Lessons from Classroom Codesign with Secondary Teachers
by: Liu, Alex, et al.
Published: (2025)

Adapting to Educate: Conversational AI's Role in Mathematics Education Across Different Educational Contexts
by: Liu, Alex, et al.
Published: (2025)

Emerging Patterns of GenAI Use in K-12 Science and Mathematics Education
by: Esbenshade, Lief, et al.
Published: (2025)

Generative AI in K-12 Classrooms: A Midyear Implementation Report
by: Esbenshade, Lief, et al.
Published: (2026)

Psychological Mechanisms of Generative AI Discontinuance Intention among Chinese K-12 Teachers
by: Du, Yiran, et al.
Published: (2026)

ClassAid: A Real-time Instructor-AI-Student Orchestration System for Classroom Programming Activities
by: Zhang, Gefei, et al.
Published: (2026)

VIVID: Human-AI Collaborative Authoring of Vicarious Dialogues from Lecture Videos
by: Choi, Seulgi, et al.
Published: (2024)

AI-Generated Rubric Interfaces: K-12 Teachers' Perceptions and Practices
by: Riahi, Bahare, et al.
Published: (2026)

Who is Helping Whom? Student Concerns about AI- Teacher Collaboration in Higher Education Classrooms
by: Han, Bingyi, et al.
Published: (2024)

Sticky Help, Bounded Effects: Session-by-Session Analytics of Teacher Interventions in K-12 Classrooms
by: Jin, Qiao, et al.
Published: (2026)

Interaction Configurations and Prompt Guidance in Conversational AI for Question Answering in Human-AI Teams
by: Song, Jaeyoon, et al.
Published: (2025)

When Scaffolding Breaks: Investigating Student Interaction with LLM-Based Writing Support in Real-Time K-12 EFL Classrooms
by: Myung, Junho, et al.
Published: (2025)

Do Teachers Dream of GenAI Widening Educational (In)equality? Envisioning the Future of K-12 GenAI Education from Global Teachers' Perspectives
by: Xiao, Ruiwei, et al.
Published: (2025)

Participatory, not Punitive: Student-Driven AI Policy Recommendations in a Design Classroom
by: Seki, Kaoru, et al.
Published: (2026)

Connecting Feedback to Choice: Understanding Educator Preferences in GenAI vs. Human-Created Lesson Plans in K-12 Education -- A Comparative Analysis
by: Sarkar, Shawon, et al.
Published: (2025)

Three Years with Classroom AI in Introductory Programming: Shifts in Student Awareness, Interaction, and Performance
by: Ma, Boxuan, et al.
Published: (2026)

ArguMath: AI-Simulated Environment for Pre-Service Teacher Training in Orchestrating Classroom Mathematics Argumentation
by: Chun, Jiwon, et al.
Published: (2026)

A Multi-Agent Framework for Democratizing XR Content Creation in K-12 Classrooms
by: Chang, Yuan, et al.
Published: (2026)

Exploring K-12 Physical Education Teachers' Perspectives on Opportunities and Challenges of AI Integration Through Ideation Workshops
by: Ahn, Dakyeom, et al.
Published: (2025)

Breaking Barriers or Building Dependency? Exploring Team-LLM Collaboration in AI-infused Classroom Debate
by: Zhang, Zihan, et al.
Published: (2025)

Tracing Prompt-Level Trajectories to Understand Student Learning with AI in Programming Education
by: Shao, Tianyu, et al.
Published: (2026)

Chart What I Say: Exploring Cross-Modality Prompt Alignment in AI-Assisted Chart Authoring
by: Ponochevnyi, Nazar, et al.
Published: (2024)

CollaClassroom: An AI-Augmented Collaborative Learning Platform with LLM Support in the Context of Bangladeshi University Students
by: Sayeed, Salman, et al.
Published: (2025)

LLMs to Support K-12 Teachers in Culturally Relevant Pedagogy: An AI Literacy Example
by: Wang, Jiayi, et al.
Published: (2025)

Are they just delegating? Cross-Sample Predictions on University Students' & Teachers' Use of AI
by: Albers, Fabian, et al.
Published: (2026)

New Kid in the Classroom: Exploring Student Perceptions of AI Coding Assistants
by: Rojas-Galeano, Sergio
Published: (2025)

Unlocking Scientific Concepts: How Effective Are LLM-Generated Analogies for Student Understanding and Classroom Practice?
by: Shao, Zekai, et al.
Published: (2025)

Evaluating Large Language Models in Analysing Classroom Dialogue
by: Long, Yun, et al.
Published: (2024)

PromptDecipher: Supporting AI Tutor Authoring Through Editable Simulated Interactions
by: Koyama, Miina, et al.
Published: (2026)

Combining Log Data and Collaborative Dialogue Features to Predict Project Quality in Middle School AI Education
by: Borchers, Conrad, et al.
Published: (2025)

Towards a Generative AI Design Dialogue
by: Owen, Aron E., et al.
Published: (2024)

Exploring Multimodal Prompt for Visualization Authoring with Large Language Models
by: Wen, Zhen, et al.
Published: (2025)

IntelliCircos: A Data-driven and AI-powered Authoring Tool for Circos Plots
by: Gu, Mingyang, et al.
Published: (2025)

ActiveAI: Enabling K-12 AI Literacy Education & Analytics at Scale
by: Xiao, Ruiwei, et al.
Published: (2024)

Emergent Technology, Emergent Critique: Students and Teachers Developing Critical AI Literacy through Participatory Design around Generative AI
by: Ojeda-Ramirez, Santiago, et al.
Published: (2026)

Codesigning Ripplet: an LLM-Assisted Assessment Authoring System Grounded in a Conceptual Model of Teachers' Workflows
by: Cui, Yuan, et al.
Published: (2026)

Learning to Use AI for Learning: Teaching Responsible Use of AI Chatbot to K-12 Students Through an AI Literacy Module
by: Xiao, Ruiwei, et al.
Published: (2025)

Will Your Next Pair Programming Partner Be Human? An Empirical Evaluation of Generative AI as a Collaborative Teammate in a Semester-Long Classroom Setting
by: Lyu, Wenhan, et al.
Published: (2025)