An exploratory behavioral and electroencephalographic study of artificial intelligence-assisted learning modes in high school students (opens in new tab)

As artificial intelligence (AI) is rapidly integrating into education, concerns have emerged regarding its potential implications on cognitive engagement and problem-solving behavior. However, existing research largely treats AI exposure as a binary condition (AI vs. no-AI), with limited differentiation between interaction modalities and post-exposure effects. This study investigates whether distinct AI interaction modes (Tutor, Collaborator, So...