(AI peers) are people learning from the same standpoint: Perception of AI characters in a Collaborative Science Investigation

While the complexity of 21st-century demands has promoted pedagogical approaches to foster complex competencies, a persistent gap remains between in-class learning activities and individualized learning or assessment practices. To address this, studies have explored the use of AI-generated characters in learning and assessment. One attempt is scenario-based assessment (SBA), a technique that not only measures but also fosters the development of competencies throughout the assessment process. SBA introduces simulated agents to provide an authentic social-interactional context, allowing for the assessment of competency-based constructs while mitigating the unpredictability of real-life interactions. Recent advancements in multimodal AI, such as text-to-video technology, allow these agents to be enhanced into AI-generated characters. This mixed-method study investigates how learners perceive AI characters taking the role of mentor and teammates in an SBA mirroring the context of a collaborative science investigation. Specifically, we examined the Likert scale responses of 56 high schoolers regarding trust, social presence, and effectiveness. We analyzed the relationships between these factors and their impact on the intention to adopt AI characters through PLS-SEM. Our findings indicated that learners' trust shaped their sense of social presence with the AI characters, enhancing perceived effectiveness. Qualitative analysis further highlighted factors that foster trust, such as material credibility and alignment with learning goals, as well as the pivotal role of social presence in creating a collaborative context. This paper was accepted as an full paper for AIED 2025.

"We need to avail ourselves of GenAI to enhance knowledge distribution": Empowering Older Adults through GenAI Literacy

As generative AI (GenAI) becomes increasingly widespread, it is crucial to equip users, particularly vulnerable populations such as older adults (65 and older), with the knowledge to understand its benefits and potential risks. Older adults often exhibit greater reservations about adopting emerging technologies and require tailored literacy support. Using a mixed methods approach, this study examines strategies for delivering GenAI literacy to older adults through a chatbot named Litti, evaluating its impact on their AI literacy (knowledge, safety, and ethical use). The quantitative data indicated a trend toward improved AI literacy, though the results were not statistically significant. However, qualitative interviews revealed diverse levels of familiarity with generative AI and a strong desire to learn more. Findings also show that while Litti provided a positive learning experience, it did not significantly enhance participants' trust or sense of safety regarding GenAI. This exploratory case study highlights the challenges and opportunities in designing AI literacy education for the rapidly growing older adult population.