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dc.contributor.authorZheng, Juan
dc.contributor.authorJiang, Rundong
dc.contributor.authorLi, Shan
dc.contributor.authorZhu, Jiayan
dc.contributor.authorXie, Charles
dc.identifier.citationZheng, J., Jiang, R., Li, S., Zhu, J., & Xie, C. (2023). The effects of AI feedback on students’ epistemic emotion and performance in engineering design: An exploratory study. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1885-1886). International Society of the Learning Sciences.en
dc.description.abstractOne of the affordances of AI (Artificial Intelligence) for professionals is that AI can explore a much wider solution space to arrive at creative solutions that surprise them. This study explored the epistemic emotion of surprise and its effect on students’ performance as they used AI feedback to assist their engineering design. Specifically, we examined 43 high school students’ emotional reactions and their changes in design solutions after receiving AI feedback. Multinominal regression was performed to find that AI feedback did not have a significant influence on the level of surprise students experienced. However, most students made more positive changes to their designs when they found that AI feedback was much better than their original solutions. This study suggests that integrating AI elements in engineering design could help students optimize their designs.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1885-1886
dc.subjectLearning Sciencesen
dc.titleThe Effects of AI Feedback on Students’ Epistemic Emotion and Performance in Engineering Design: An Exploratory Studyen
Appears in Collections:ISLS Annual Meeting 2023

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