Viktor Kewenig
Biographic Data
| ID | 9495048 |
|---|---|
| NAME | Viktor Kewenig |
| GIVEN NAMES | Viktor |
| FAMILY NAME | Kewenig |
| SIGNATURE | KEWENIG V |
| AFFILIATIONS | Microsoft Research (United Kingdom) |
| ORCID | 0009-0009-5912-0676 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Effects of LLM use and note-taking on reading comprehension and memory
Students' rapid uptake of Generative Artificial Intelligence tools, particularly large language models (LLMs), raises urgent questions about their effects on learning. We compared the impact of LLM use to that of traditional note-taking, or a combination of both, on secondary school students' reading comprehension and retention. We conducted a pre-registered, randomised controlled experiment with within- and between-participant design elements in…
Language development beyond the here-and-now
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver–child dyads, English-speaking caregivers interacted with their children (N = 71…
No prominent works on this page.
Language development beyond the here-and-now
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio-visual corpus of caregiver–child dyads, English-speaking caregivers interacted with their children (N = 71…
Effects of LLM use and note-taking on reading comprehension and memory
Students' rapid uptake of Generative Artificial Intelligence tools, particularly large language models (LLMs), raises urgent questions about their effects on learning. We compared the impact of LLM use to that of traditional note-taking, or a combination of both, on secondary school students' reading comprehension and retention. We conducted a pre-registered, randomised controlled experiment with within- and between-participant design elements in…
AI in Service Interactions (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Comprehension (1 work) · Developmental psychology (1 work) · Displacement (psychology) (1 work) · Generative model (1 work) · Hearing Impairment and Communication (1 work) · Iconicity (1 work)