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When AI Enters the Pencil Box: A Longitudinal Study of Child–LLM Writing Collaboration in a Chinese Primary School
We report a qualitative study spanning more than six months with upper-primary students (ages 9–12) in southern China using a local LLM (Doubao) for writing. Two interview waves with ten students (nine re-interviewed) and six teachers (three re-interviewed) reveal a set of recurring shifts
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