This study explored how different ways high school students interact with AI (as a tutor, collaborator, or solver) influence their learning behavior and brain activity.

In plain terms

AI is increasingly used in education, but we don't fully understand how different ways students interact with it affect their learning and cognitive engagement. This study addresses this by moving beyond simply comparing AI to no-AI learning. Researchers observed 48 high school students (ages 14-18) completing quizzes in three distinct AI interaction modes: as a 'Tutor' (guiding), a 'Collaborator' (working together), or a 'Solver' (providing answers). They measured student behavior, tracking initiation, processing, and stress, and also collected electroencephalography (EEG) data, which captures brain activity via electrical signals on the scalp. The study found significant differences in how students behaved across the three AI interaction modes, indicating that the way AI is presented significantly impacts learning approaches. While brain activity patterns were observed, they did not reach statistical significance, suggesting more research is needed, but the behavioral findings are robust.