Engagement patterns of middle school students with AI teachable agents in mathematics learning.

ABSTRACT:  This study investigates how secondary students engage with an AI teachable agent (TA) during mathematics learning, with particular focus on learners whose performance declined after interacting with the TA system. Using a mixed-methods design, we analyzed dialogue logs from two subgroups: a Declined Group (DG; n = 206), whose post-test scores decreased, and an Improved Group (IG; n = 327), whose scores increased. Analyses examined interaction modes and behavioral, emotional, and cognitive engagement. Passive interaction was most prevalent in DG (36 %), whereas IG more frequently demonstrated constructive interaction (62.78 %). DG exhibited high variability in behavioral engagement: although they completed more sessions and generated more utterances per session, their completion rate (0.35

SUBMITTER: Liu Z 

PROVIDER: S-EPMC12635076 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature