Eason Chen, Sophia Judicke, Kayla Beigh, Xinyi Tang, Isabel Wang, Nina Yuan, Zimo Xiao, Chuangji Li, Siyi Li, Reed Luttmer, Shreya Singh, Maria Yampolsky, Naman P. Parikh, Yvonne Zhao, Meiyi Chen, Scarlett Huang, Anishka Mohanty, Gregory Johnson, John Mackey, Jionghao Lin · 2026 · arXiv (Cornell University)
DOI: 10.48550/arxiv.2610.31481 · cited by 0 works (OpenAlex) · open-access PDF
تم دراسة 153 طالباً في دورة تدريبية في الرياضيات ذات الأدلة الأساسية مع الوصول المباشر إلى نظام دعم الذكاء الاصطناعي. تم تخصيص الطلاب بطريقة عشوائية للحصول على جهاز تلفزيون الذكاء الاصطناعي وخدمة الترجمة المنزلية في وقت مبكر أو في وقت لاحق في الدورة. خلال الفترة التي كان لديها الوصول فقط إلى مجموعة الوصول المبكر، كانت أرقام الأنشطة المنزلية أعلى بنسبة 2.56 نقطة، ولكن لم تختلف نتائج الاختبار بشكل كبير بين المجموعات، مما يشير إلى أن تحسين أداء الأنشطة المنزلية ذات الأدلة الأساسية إلى استخدام أجهزة تلفزيون الذكاء الاصطناعي لم يترجم إلى أرباح قابلة للاكتشاف في امتحانات متتالية. بعد كل طال
Machine translation (Meta M2M100); the English original follows.
We studied 153 students in an undergraduate proof-based mathematics course with staggered-access to an AI support system. Students were randomly assigned to receive an AI chatbot and a homework-feedback interface earlier or later in the course. During the period when only the early-access group had access, their homework scores were 2.56 points higher, but exam performance did not differ significantly between groups, suggesting that improved AI-supported homework performance did not translate into detectable gains on a subsequent exam. After all students received access, every additional 100 messages sent to the AI chatbot was associated with a 3.02-point lower score on the subsequent exam. A mediation analysis showed a significant indirect association linking lower baseline self-efficacy to greater chatbot use and, in turn, lower exam scores: a one-point decrease in self-efficacy corresponded to 0.62 fewer exam points through chatbot use. These findings raise concerns that students may use the chatbot to offload their cognitive reasoning. Use of the homework-feedback interface, which required students to submit their proof attempts before receiving feedback, was not negatively associated with exam performance. We recommend against using a chatbot for AI tutoring and suggest exploring a tutor embedded in the course activities.
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Topics: Chatbot, TUTOR, Cognition, Computer science, Psychology, Mediation
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