Jionghao Lin
Publications
Human-AI Collaboration Reconfigures Group Regulation from Socially Shared to Hybrid Co-Regulation
Generative AI (GenAI) is increasingly used in collaborative learning, yet its effects on how groups regulate collaboration remain unclear. Effective collaboration depends not only on what groups discuss, but on how they jointly manage goals, participation, strategy use, monitoring, and repair through co-regulation and socially shared regulation. We compared collaborative regulation between Human-AI and Human-Human groups in a parallel-group randomised experiment with 71 university students completing the same collaborative tasks with GenAI either available or unavailable. Focusing on human discourse, we used statistical analyses to examine differences in the distribution of collaborative regulation across regulatory modes, regulatory processes, and participatory focuses. Results showed that GenAI availability shifted regulation away from predominantly socially shared forms towards more hybrid co-regulatory forms, with selective increases in directive, obstacle-oriented, and affective regulatory processes. Participatory-focus distributions, however, were broadly similar across conditions. These findings suggest that GenAI reshapes the distribution of regulatory responsibility in collaboration and offer implications for the human-centred design of AI-supported collaborative learning.
Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning
We evaluate GPTutor, an LLM-powered tutoring system for an undergraduate discrete mathematics course. It integrates two LLM-supported tools: a structured proof-review tool that provides embedded feedback on students' written proof attempts, and a chatbot for math questions. In a staggered-access study with 148 students, earlier access was associated with higher homework performance during the interval when only the experimental group could use the system, while we did not observe this performance increase transfer to exam scores. Usage logs show that students with lower self-efficacy and prior exam performance used both components more frequently. Session-level behavioral labels, produced by human coding and scaled using an automated classifier, characterize how students engaged with the chatbot (e.g., answer-seeking or help-seeking). In models controlling for prior performance and self-efficacy, higher chatbot usage and answer-seeking behavior were negatively associated with subsequent midterm performance, whereas proof-review usage showed no detectable independent association. Together, the findings suggest that chatbot-based support alone may not reliably support transfer to independent assessment of math proof-learning outcomes, whereas work-anchored, structured feedback appears less associated with reduced learning.