Beyond Access: Guided LLM Scaffolding for Independent Learning in Undergraduate Statistics 事件

Beyond Access: Guided LLM Scaffolding for Independent Learning in Undergraduate Statistics arXiv:2606.01375v1 Announce Type: cross Abstract: Large language models (LLMs) are increasingly entering students' learning practices, but their educational value depends on whether they support reasoning or enable task completion without engagement. This study examines guided LLM use in an undergraduate Probability and Statistics course, focusing on the gap between assigned access and actual interaction