A human-reviewed AI-in-the-loop system in cMOOCs selectively improves social presence and higher-order cognitive presence via reciprocal interaction and adaptive roles rather than AI co-presence.
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Automated classification of CPS discourse combined with the Synergy Degree Model produces group-level synergy degrees that distinguish collaborative quality and reveal task-type differences in MOOC groups.
Surveys reveal students prefer socially relevant domains for motivation in software modelling education and value choice in selection, contrary to educator assumptions, recommending student-centered domain selection.
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Designing Human-GenAI Interaction for cMOOC Discussion Facilitation: Effects of a Collaborative AI-in-the-Loop Workflow on Social and Cognitive Presence
A human-reviewed AI-in-the-loop system in cMOOCs selectively improves social presence and higher-order cognitive presence via reciprocal interaction and adaptive roles rather than AI co-presence.