arXiv:2604.01114v3 Announce Type: replace-cross Abstract: As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools. Trust in AI can influence how students interpret and use that output, including whether they evaluate it critically or exhibit overreliance. We investigate how students' trust relates to their appropriate reliance on an AI assistant during programming problem-solving tasks, and whether this relationship differs by learner characteristi
Source: arXiv cs.AI — read the full report at the original publisher.