Salvato in:
| Autori principali: | , , , , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2026
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| Soggetti: | |
| Accesso online: | https://arxiv.org/abs/2605.13906 |
| Tags: |
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Sommario:
- This study investigates teachers design behaviors and cognitive underpinnings when designing multi-agent instructional workflows. Analyzing behavioral logs (N=61), cluster and Markov analyses identified three archetypes: Systematic Optimizers iteratively refining complex architectures; Prolific Creators rapidly prototyping pragmatic tools via scaffolding; and Passive Observers exhibiting polarized expert-novice profiles. Subsequent artifact (n=15) and interview (n=12) analyses reveal AI-TPACK integration emerges from a dynamic interplay of systems thinking, pedagogical beliefs, and self-efficacy, not merely from the possession of discrete knowledge. These findings call for differentiated scaffolding responsive to teachers cognitive-behavioral diversity.