Thesis — starting 2025/26
Reflective AI interaction logs as tools for metacognitive development
This thesis will investigate whether guided reflection on AI interaction logs can function as both a methodological and pedagogical tool — helping students develop metacognitive awareness in contexts where generative AI mediates their learning.
Central questions: Can students learn to read their own logs as evidence of their thinking processes? Does guided log reflection change how they interact with AI in subsequent sessions? Can this approach work across different educational contexts?
In preparation — begins academic year 2025/26Research topics in progress
Can AI interaction logs help learners see their own thinking?
Interaction logs as a methodological and pedagogical tool — connecting learning analytics, self-regulated learning, and generative AI use.
Do students become more or less independent when using generative AI?
Examining how AI-mediated decisions shape cognitive autonomy, self-direction, and productive struggle in learning environments.
Beyond the tool: what it means to be AI-literate
Critical awareness, responsibility, and the socio-ethical dimensions of knowing how AI works — and teaching this to students.
Using interaction data to study human reasoning with AI
What AI conversation logs reveal about the patterns hidden in how people think with machines — a methodological perspective.
Broader research interests
Metacognition & AI
How reflective interaction logs can surface and strengthen metacognitive awareness in learners.
Agency in learning
Whether students develop critical thinking when generative AI mediates their study process.
AI Literacy
The cognitive and socio-ethical dimensions of understanding AI as more than a tool.
Equity & Access
Technology as a lever for expanding educational access in under-resourced communities.