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SUMMARY:lunch&LEARN | Access Timing as Scaffolding: Does the timing of Gen
 AI access matter?
DTSTART:20261013T121500
DTEND:20261013T130000
DTSTAMP:20260925T053240Z
UID:dc3a5a21ced257e2a068b144632f3cf0bc57b52317c22e1454a3f100
CATEGORIES:Conferences - Seminars
DESCRIPTION:Janne Rotter\nGenerative AI has become a part of students' eve
 ryday working life. If used without guidance\, GenAI can cause over-relian
 ce and leave students with a distorted sense of what they have actually le
 arned. Most research and practice have focused on how we can scaffold stud
 ents' GenAI use\, for example through prompts\, guardrails\, or redesigned
  tasks. This talk asks a simpler question that has received far less atten
 tion. When should students be allowed to use AI so that it helps their lea
 rning?\n\nIn this lunch&LEARN session\, Janne Rotter turns to a question t
 hat's been largely overlooked: not how\, but when should students be allow
 ed to use AI for it to actually support learning? Janne will present findi
 ngs from a study of 105 university students comparing three conditions: un
 restricted AI access\, no access at all\, and a "timed" condition where st
 udents could only turn to AI after first attempting the task on their own.
 \n\nDrawing on multiple pedagogical theories to build a decision rule for 
 when access should open up\, the results show that students in the timed c
 ondition outperformed those with unrestricted access on an objective post-
 test\, and had a more accurate sense of their own understanding\, without 
 an explicit metacognitive prompting. Compared to withholding AI entirely\,
  timed access also seemed to reduce task errors and time spent on task.\n\
 nJoin us to learn more about the topic and engage in further discussion. 
 \n 
LOCATION:ME A3 31 https://plan.epfl.ch/?room==ME%20A3%2031 https://epfl.zo
 om.us/meeting/register/9pBBuqZHQge7OmGTm0Kedg#/registration
STATUS:CONFIRMED
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