Jionghao Lin

Investigating the Role of Chatbots in Facilitating Learning Design

Supporting or Replacing Students'Reasoning? Cognitive Offloading in AI-Assisted Proof Learning

A mediation analysis showed a significant indirect association linking lower baseline self-efficacy to greater chatbot use and, in turn, lower exam scores, raising concerns that students may use the chatbot to offload their cognitive reasoning.

Simulating Disengaged Students to Evaluate LLM-based Tutors

Evaluation of five AI tutors from the Claude, Llama, Gemini, Qwen, and GPT families showed that relative rankings remained stable across learner states and interaction lengths, while absolute performance varied, revealing state-specific differences in tutor support.

MisEdu-RAG: A Misconception-Aware Dual-Hypergraph RAG for Novice Math Teachers

A dual-hypergraph-based retrieval-augmented generation (RAG) framework that organizes pedagogical knowledge as a concept hypergraph and real student mistake cases as an instance hypergraph, MisEdu-RAG demonstrates strong potential for scalable teacher training and AI-assisted instruction for misconception handling.