SocArXiv
metadata only
Measuring Students’ Attention Boundaries in GAI-Assisted Learning: Development and Validation of the GAI-Mediated Learning Boundary Scale and Latent Profile Analysis
The Generative AI (GAI) is reshaping the temporal and spatial organization of college learning and the perceived boundary crossing between teacher-assigned tasks and self-directed learning. This study developed and validated a scale to assess college students’ attention boundary management in GAI-me
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Measuring Students’ Attention Boundaries in GAI-Assisted Learning: Development and Validation of the GAI-Mediated Learning Boundary Scale and Latent Profile Analysis#1168996
- Mind wandering is not an obstacle, but a functional component of human learning#141286
- Divergent generative AI pathways in higher education: a parallel mediation analysis of autonomous use and human–machine synergy.#396131
- Generative AI, Cognitive Offloading, and Learner Agency in Higher Education: A Scoping Review.#412346
- Cognitive Processes in the Curry Learning Style Framework as Measured by the Learning Style Profile and the Myers-Briggs Type Indicator Among Non-majors in College Biology#669113
Record · ID 1169190
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive