Unpacking student-AI engagement
The role of argumentation in shaping behavioural and cognitive learning processes
Bibliographic Data
| ID | 21452277 |
|---|---|
| Authors | Yeonji Jung (0000-0001-6269-5563, Texas A&M University), Soyeon Mun (Ewha Womans University), Gyeoun Jeong (0000-0003-0150-8992, Ewha Womans University, corresponding author) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-05-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Behaviour and Information Technology (JOURNAL) |
| Journal identifiers | ISSN: 0144-929X • E-ISSN: 1362-3001 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0144929x.2026.2662407 |
| OpenAlex | W7160830870 |
| Language | EN |
| References cited | 48 |
This study investigates how university students’ use of argumentation shapes their behavioural and cognitive engagement with generative AI-mediated learning tasks. Using content analysis and quantitative analysis, we analysed interaction log data and final essay assignments from 12 undergraduate students over the course of a semester. Findings reveal that prompts with higher argumentation complexity, particularly those integrating claims, reasons, and evidence, elicited more reflective post-interaction behaviours, such as editing or stopping AI-generated content. These complex prompts were also associated with a greater quantity of prompt-response cycles within shorter timeframes, indicating more efficient and intentional engagement. Cognitively, both semantic similarity between AI responses and students’ final essays and the overall essay quality were shaped by specific argumentation elements, with reasoning playing a particularly influential role. Notably, longer interaction duration and greater prompt quantity improved essay quality but did not enhance semantic alignment with AI responses, underscoring the multifaceted nature of cognitive engagement. These findings contribute to understanding the nuanced dynamics of student-AI engagement, highlighting the need for tailored strategies to scaffold argumentation skills for meaningful behavioural interactions and deeper cognitive engagement with AI-mediated learning tasks
Argument (complex analysis) · Argumentation theory · Cognition · Cognitive reframing · Process (computing) · Unpacking · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics
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| Highly cited | No |
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