Generative AI is transforming how people access information, challenging traditional advertising mechanisms built around predefined slots. Towards generation-native advertising, we propose the Latent Advertiser Mixture Auction (LAMA), a token-level advertising mechanism that embeds advertiser influence directly into the generation process. Advertisers report local continuation values that induce advertiser-specific next-token policies, from which the platform decodes through a latent mixture while updating an allocation posterior. We show that LAMA satisfies Markov DSIC and IR, and achieves near-optimal KL-regularized welfare. We further develop a learning-based implementation that reconstructs the required reports online from learned local advantages and root values. Proof-of-concept experiments on real-world commercial-search query splits show that LAMA improves platform welfare and revenue while maintaining user-facing response quality, providing initial evidence for the feasibility of generation-native advertising.
Nicholas J. Hallman, Zachary T. Kowaleski, Anu Puvvada +1cs.AI econ.GN
We study how sophistication in generative AI (genAI) use varies among the back-office workforce of a large firm. Using proprietary data, we observe 713,564 employee prompts and their corresponding large language model responses from nearly 4,000 back-office employees across 15 functional areas over eight months in 2025. We document three main findings. First, senior employees exhibit more sophisticated genAI use, consistent with domain expertise complementing genAI capabilities. Second, sophistication varies considerably across functions and is highest in Strategy, Digital Innovation, and Project Management, three groups that share a focus on firmwide strategic initiatives and organizational change. Third, we observe neither improvements in sophistication over time nor lasting improvements following formal AI training, suggesting that sophisticated use can be difficult to change. Together, our study provides measures of and insights into sophisticated genAI use that managers can use to improve outcomes and that researchers can use in future research.
Michael J. Richardson, Ayeh Alhasan, Cassandra Crone +5cs.AI cs.ET
Intelligence is constituted by \textit{process} (iterative activity through which output emerges), not in the output itself. Generative AI (GenAI) is trained on \textit{traces} (textual and visual residues of human cognitive processes), reproducing samples from a distribution of those traces. Its outputs resemble reasoning, problem-solving, and creativity, yet the activity that produces such outputs in humans remains largely absent. Current GenAI is, therefore, weakly equivalent to the cognition it imitates, matching outputs while process stays absent or opaque. The cognitive sciences have long distinguished between weak and strong equivalence. Here, we define \textit{strong} equivalence across seven process features, assessable against human and machine cognition. Our process-based account addresses a symmetric risk: GenAI tools that outsource a person's generative processes may leave critical capacities unbuilt. We specify design principles for GenAI that instantiate more process and preserve rather than erode human judgment and creativity, and outline process audits that make strong equivalence testable.
Rajan Kadel, Bellal Hossain, Samar Shailendra +1cs.HC cs.AI
Generative Artificial Intelligence (GenAI) can produce high-quality essays, code, and design artefacts, challenging the validity of conventional assessments that rely on single-point submissions and product-only grading. This paper proposes a design framework called "Dynamic Evidence Collection Ecosystem" that shifts assessment toward continuous, authentic, multi-source evidence of student learning over time. The framework collects process evidence through iterative artefacts, design logs, activity rounds, self-reflection, and peer collaboration, supported by an AI-enabled layer for learning analytics, formative feedback, and transparency. The approach is grounded in recent assessment-redesign scholarship in AI-rich contexts and aligned with contemporary views of authenticity in assessment. This paper builds on the hypothesis that academic integrity is strengthened when it is treated as an assessment design rather than as an AI detection problem. The tools have limitations and risks of use that carry academic penalties. This paper presents an implementation scenario to support institutional adoption.
In this research-to-practice paper we present a survey that can be used to assess students' AI knowledge. As the use of artificial intelligence (AI), including generative artificial intelligence (GenAI), has proliferated, so has the need to educate students about the topic. A range of AI literacy frameworks have been proposed, outlining the essential knowledge that students should have. Alongside, different ways of assessing AI knowledge have been developed. As yet, there is a lack of assessment instruments capable of evaluating multiple forms of student knowledge, including technical concepts, practical applications, and ethical concerns about AI use. In this article, we present a study implementing a comprehensive instrument to assess AI knowledge. The instrument combines measures from multiple scales to capture a range of literacy features and actual knowledge. We implemented the instrument in a higher education setting to assess its viability and usefulness and found that the instrument exhibited useful diagnostic capabilities and was able to identify common misconceptions among students. Although students performed well overall, there was a significant misunderstanding of how AI, especially GenAI systems, work. It also identified a lack of higher-level knowledge. The instrument is publicly available for use by others. We foresee its usefulness as a diagnostic that goes beyond understanding students' attitudes and perceptions of AI and GenAI use and tests multiple aspects of students' knowledge and conceptual understanding. This can enable the development of targeted instruction.
Generative-AI evaluations can become historical before publication, yet calendar age does not affect every conclusion equally. This paper has two linked purposes. First, it audits a maximum-variation purposive corpus of 40 empirical records appearing between 18 July 2025 and 17 July 2026. The audit coded publication route, execution timing, model identity, age of the newest named generation or immutable snapshot, same-family supersession and refresh behaviour. At appearance, the newest named model was a median 281 days old (middle 50%: 75-478; range: 11-939). Median age was 395 days for 25 journal articles, 56 days for 14 preprints and 49 days for one laboratory report. Thirty-five records included a superseded family, seven supplied a precise dated identifier, three clearly refreshed model evidence, and one added a late sensitivity test. All 40 included an OpenAI system, a feature of this corpus rather than a prevalence estimate. The paper distinguishes model age from claim currency and proposes six reporting practices. Second, it treats its own two-day production process as a reflexive case of frontier-model-assisted research creation. GPT-5.6 Sol Pro in ChatGPT supported candidate discovery, source reconciliation, calculations, drafting and critique; the author checked sources, made all substantive decisions and accepts responsibility. This is a proof-of-practice, not a controlled estimate of productivity or quality. By applying its own Model Facts and model-currency statement, the paper shows how rapid AI-assisted research can be made inspectable without treating model output as independent validation. The title uses half-lives metaphorically; no universal decay rate is estimated.
Generative AI lets large language models produce scholarly-looking text within seconds, yet fluency does not equal valid explanation. The deepest risk is not factual error alone but the appearance that an explanation is already established without clear sources, page numbers, editions, or evidence. We liken the page anchor to Ariadne's thread: within the labyrinth of generative fluency, it is the thread that leads the scholar back to the source. This paper proposes Traceable Scholarship as the minimum normative condition for AI-assisted humanistic research, situating it across the three revolutions of knowledge infrastructure: print, digital, and generative AI. We introduce page anchors, dual page numbers, citation-first generation, NO_EVIDENCE, human verification, four-level compliance, and Scope Contract, and present AIH-Infra as a three-layer reference implementation: Contexture (document structuring), Open WebUI AIH-Infra (traceable knowledge base), and AIH-Infra MCP Server (agent gateway). A case study on a 29-volume Kant Akademie-Ausgabe knowledge base illustrates how traceability supports retrieval correction, evidence grading, and judgment downgrading. Traceability is not a software feature; it is the condition under which humanistic research can remain public and refutable in the age of generative AI.
Tuhin Chakrabarty, Xinyue Liu, Jane C. Ginsburg +1cs.CL cs.AI cs.CY
Generative AI can produce book-length works of fiction at near-zero cost. These books are often dismissed as low-quality ``slop'' that buyers will ignore, and are assumed to carry little commercial weight. We test that assumption with full-text AI detection across 14,419 self-published genre-fiction books sold on Amazon from 2023 to 2026, matched to daily sales records through June 2026. None of these books disclose whether or not they contain AI-produced content. We find that books for which we detected substantial AI text ($>$ 25\%) make up a large share of the catalog but a smaller share of sales. Even so, they reach commercial scale, winning a growing share of sales over time and taking more of the scarce top-rank positions once held by books with no detected AI text. Over this period, the number of books with observed sales in a quarter grew 19.2-fold, while quarterly revenue grew only 8.9-fold. The market therefore added selling books faster than it added revenue, and revenue per selling book fell across most genres. Books with no AI text lose the most ground in genres with high AI diffusion, and most of all where Kindle Unlimited availability is high. Among top-selling books, those with substantial AI text draw on more distinctive language from existing books than do books with no AI text; for these books overlap rises with revenue, a gradient we do not detect for books with no AI text. Generative AI can thus reshape a creative market through scale rather than quality. Our results bear directly on the market-effect question at the center of the fair use defense to copyright infringement.
Brian Harrington, Irina Zlotnikova, Gayathri Nadarajan +1cs.CY cs.AI
The rise of generative AI (GenAI) in higher education has prompted urgent debates surrounding academic integrity and ethical use. This study examines cross-cultural differences in student perceptions of GenAI use, comparing responses from students at Canadian and South Korean universities. Using a scenario-based survey administered in Fall 2024, we analyzed how students judged the ethicality and rule compliance of AI-assisted coding practices. Results reveal that Canadian students were consistently more likely to perceive the use of GenAI as both unethical and against institutional policies compared to Korean students, despite functionally identical institutional policies. Statistical analysis, including Mann-Whitney U tests and correlation coefficients, demonstrated significant differences across nearly all scenarios. Analysis of the factors used in generating scenarios indicated that the amount of AI-generated code incorporated into assignments most strongly influenced ethical judgments. Findings were interpreted through Hofstede's cultural dimensions framework, suggesting that cultural factors such as power distance, individualism, and uncertainty avoidance significantly shape students' ethical reasoning regarding GenAI. Our results contribute to the growing body of evidence emphasizing that equitable AI integration in education must be culturally responsive, taking into account diverse conceptions of academic integrity. We advocate for the development of nuanced AI-use guidelines that are sensitive to local cultural contexts while upholding fundamental principles of academic honesty. This study highlights the need for ongoing cross-cultural research to inform ethical AI policies and support responsible GenAI use in global higher education settings.
As generative AI (GenAI) becomes increasingly embedded in undergraduate academic writing, how students rely on these tools, rather than simply whether they use them, has become a central question for learning, academic integrity, and educational equity. Existing measures of reliance were developed inductively, focused on discrete problem-solving tasks, and validated mainly with homogeneous samples. This study developed and validated the GenAI Reliance Types Scale (GenAI-RTS), a 20-item instrument measuring four theoretically derived types of GenAI reliance: Strategic, Instrumental, Dependent, and Dialogic. Validation followed the multisource framework of the Standards for Educational and Psychological Testing, drawing on a survey of 382 undergraduates at a U.S. Minority-Serving Institution and interviews with 14 purposively sampled students. Confirmatory factor analyses of six competing models supported a five-factor structure in which Strategic Reliance comprises two facets, Deliberate Use and Critical Evaluation, alongside Instrumental, Dependent, and Dialogic factors (CFI = .92, RMSEA = .08; DWLS CFI = .98, RMSEA = .07). Subscale reliability was acceptable to good (omega = .75-.88), and scalar measurement invariance held across gender, first-generation status, and STEM/non-STEM majors, to our knowledge the first such evidence for a GenAI reliance instrument. Rasch analysis indicated that a five-point response format would improve category functioning. Strategic reliance was positively associated with AI literacy, and the reliance types differentiated students across multiple writing process and outcome variables. The GenAI-RTS offers researchers and educators a theoretically grounded, psychometrically validated instrument for identifying undergraduate reliance profiles and supporting research, assessment, and AI literacy intervention.
High-stakes English proficiency tests treat standardized, unaided performance as evidence for score interpretations about academic English proficiency. This interpretation remains meaningful, but as target language use domains increasingly involve generative AI, the extrapolation from unaided test performance to academic communicative readiness becomes less self-evident. This conceptual validity argument reframes AI as a score-interpretation problem in high-stakes language testing, not only an operational issue of scoring, feedback, security, or misconduct. Synthesizing current literature in three uneven layers, the paper shows that most work treats AI as assessment infrastructure, while far less theorizes its implications for construct validity and extrapolation warrants. It defines AI-mediated construct drift as the misalignment that arises when communicative abilities required in the target domain change through AI mediation while test constructs remain anchored to an unaided-performance model. It proposes bounded AI mediation as a validity-oriented design principle: a standardized condition in which all test takers access the same institutionally controlled AI assistant, with predefined assistance boundaries, logged interactions, and tasks that distinguish comprehension support from answer generation. The paper argues that score interpretations should be narrowed and supplemented when used to support claims about AI-mediated academic communication.
Sumer S. Vaid, Ashley V. Whillanscs.HC cs.AI cs.ET stat.AP
Knowledge workers switch between applications thousands of times per day, spending nearly a tenth of the work year transitioning between digital applications in a process called digital fragmentation. Whether this fragmentation reflects who an employee is, where they work, or what kind of day they are having, has remained an open question. We analyzed 103 million application events recorded second-by-second from 1,017 employees across eight organizations that largely employ knowledge workers (e.g., law, financial services). Day-to-day variation in fragmentation within individual employees accounted for 44.6% of the variation in digital fragmentation, slightly exceeding stable individual differences between employees (35.8%), and far exceeding variation between organizations (19.6%). Fragmentation rose over the work week and reset after weekends and holidays. Higher-than-typical use of communication applications coincided with more fragmented work. Generative AI use also occurred on more fragmented days, but the period following AI use was marked by narrower, longer, and more predictable application use. These findings identify the workday as a key level for understanding and intervening on digital fragmentation and suggest that AI may help structure fragmented work rather than merely intensify it.
We argue that generative AI can degrade research by eroding the very practices through which scholarly judgement is formed and academic trust is built. As constitutive conditions for the production and validation of knowledge, these practices cannot be reduced to the final outputs of research, which is what AI so effectively simulate. Accordingly, when researchers delegate central tasks of inquiry to systems like Large Language Models, they may stop enacting these practices and, with them, lose access to the formation they provide. An individual research output generated by AI may even appear improved but the researcher behind it fails to develop. Against this risk, merely keeping humans in the loop as prompters or quality checkers of AI outputs is insufficient to preserve research as a site of intellectual formation. What is needed instead is a renewed commitment to research as a lived practice in which judgement is formed gradually, often through frictions, and participation in a scholarly community. We defend it because it rests on four sources and warrants of research that cannot be automated: tacit knowledge, personal commitment, socialisation, and deep reading. This practice enacts what we call second scholarship, by which we understand the reappropriation of scholarly craft, chosen out of a critical experience of what generative AI can and cannot do. What cannot and should not be delegated becomes what research communities must value and answer for. This is what is left for us.
Generative artificial intelligence (GenAI) has challenged the validity of unsupervised online assessment, especially in technical subjects where plausible answers can be produced with little effort. This paper reports lessons from designing and implementing an AI-aware, AI-testing assessment in a large second-year undergraduate database systems module. The design combined two linked elements: (1) a structured three-part response format (X1-X2-X3) in which students documented a sourced answer, produced their own answer, and evaluated the sourced output; and (2) an AI-aware question-design process in which draft tasks were stress-tested against contemporary GenAI tools and revised when generic prompting produced superficially adequate answers. The account draws on archived assessment materials, rubrics, planning records, design-time GenAI trials, practice-response data, attainment records, and external review comments. Its main contribution is a reusable assessment-design method rather than a claim of measured learning gains. We show how the pattern developed across iterations and how it can support authentic assessment, visible AI literacy, student judgement, and more transparent marking. The paper offers practical guidance for lecturers adapting assessment to routine GenAI use, focusing on testing AI literacy rather than penalising students for misconduct.
Music education has never been a static discipline. Each major technological shift has forced educators and institutions to reconsider what they teach, how they teach it, and why. We now stand at what may be the most consequential of such turning points. Three deeply intertwined transformations have been converging simultaneously: 1. The very nature of music has changed: how it is made, distributed, consumed, and valued; 2. The public for music has changed: listening habits are now shaped by streaming algorithms and the boundary between consumer and creator has blurred; 3. Music-making itself has changed: digital audio workstations (DAWs) have for two decades been reshaping compositional practice. In addition, generative AI has now irrupted, capable of producing complete, stylistically coherent musical pieces from a short text prompt. These changes are not independent of one another, and they all bear directly on musical education - both the content that must be taught, and the pedagogical tools and methods available to teach it. This paper attempts to map these challenges and to consider how education might adapt. Section 2 surveys the changes in various aspects of music (nature, production, public, economics). Section 3 examines the implications for education before Section 4 concludes.
Julian De Freitas, Ayelet Israeli, Gideon Nave +2cs.HC cs.AI econ.GN
We propose a human bottleneck perspective for understanding how generative AI transforms the innovation process. The central premise is that many constraints traditionally plaguing the innovation process are cognitive and social in origin, rooted in how people generate ideas, evaluate novelty, and communicate through social systems. Generative AI does not act uniformly on these constraints. At each stage, it can deepen some bottlenecks while alleviating others, and predicting these outcomes requires understanding the underlying mechanisms of the constraint itself. We identify bottlenecks in four stages of the innovation process: ideation, screening and testing, preference measurement and consumer insight, diffusion, and market learning. By grounding analysis in human behavior rather than rapidly changing AI capabilities, we offer a framework for assessing whether new developments alleviate or intensify the bottlenecks that matter most at each stage. We also distinguish bottlenecks likely to narrow as capabilities improve from those rooted in enduring human constraints. We further discuss AI-related issues that cut across the entire innovation pipeline, challenging the very existence and structure of the traditional innovation process.
Danielle R. Thomas, Marie Cynthia Abijuru Kamikazi, Clara Brandt +2cs.CY cs.AI
There exist numerous tutor training platforms. However, few provide AI-driven training and evaluation for human tutors based on real-life performance. We present an AI-driven system that assesses both open responses during training and authentic real-life tutoring. Unlike platforms that only assess learning through online training or simulations, our system utilizes Generative AI (Gemini-2.5-pro) to analyze transcriptions of authentic tutoring, measuring the transfer of tutor skills to real-life application. Human tutors instructing students remotely in math (N=86) completed six scenario-based lessons, averaging a significant 7.4% learning gain. Using mixed-effects models across 405 session-to-lesson pairs, we found that training performance significantly predicted real-life transcript scores with an effect size of 0.25 SD. Model comparison (AIC/BIC) indicated averaging open response and multiple choice performance during training predicted real-life tutor performance best, although open responses were comparatively more predictive. Exploratory analysis showed that after training, tutors were significantly more likely to encounter pedagogical opportunities to apply their skills (61.1% to 68.9%) and demonstrated higher execution quality within those opportunities (65.5% to 68.1%). Interrupted time series analysis suggested that these tutor improvements were part of a gradual trend over time rather than an immediate intervention effect of training. We illustrate an AI-driven method to link tutor training with real-life assessment. In doing so, we contribute open datasets, AI prompts, and scoring rubrics to support transparency and reproducibility.
We introduce SCAN -- a human-centric decision-making framework to facilitate learners for effective task allocation with Generative Artificial Intelligence (GenAI) based on Vygotsky's Zone of Proximal Development and Metacognition. In SCAN, we systematize and formalize AI-human interaction by introducing a task-identification approach with four "sub-zones": Substitute, Complement, Aid, and Non-negotiable. After describing the four sub-zones, we demonstrate how SCAN framework can be applied for knowledge workers in the workplace and students in education to metacognitively "scan" their use of Generative AI. We then discuss how such framework can be related to cognitive load theory, cognitive offloading, sycophancy, three decision-making modes in human-AI interactions (automation, augmentation, and collaboration), future of work such as upskilling and deskilling, and how it accounts for both human-human and human-AI learning. We propose that SCAN offers a great starting point before discussing whether GenAI complements or replaces our abilities when completing a task, with a general objective of sustaining lifelong learning, and a specific goal of reaching hybrid intelligence.
Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.e. identical terms denoting different constructs, distinct terms denoting identical ones) has substantially hindered cumulative knowledge. Treating meaning as a phenomenon constituted through use in linguistic practice, we extracted 8,954 definitions and 2,700 scale items from over 14,000 publications, to investigate how researchers actually used learner agency and autonomy with a semantic analysis pipeline. The definitional landscape of two constructs resolves into three dimensions: regulation and control of learning (task), intrinsic motivation and internal decision-making (person), and social-relational action (sociocultural), thereby empirically quantifying the jingle-jangle fallacy. Existing scales, however, systematically underrepresent the sociocultural dimension. Critically, current generative AI research in education concentrates on learning regulation and control, narrowing the behavioral repertoire that AI-mediated learning environments are designed to cultivate. Beyond conceptual clarification, this work carries direct implications for conceptualization, measurement, and practice towards supporting the multidimensional learner agency and autonomy.
Jessica Díaz, Sonia Linio, Fernando Pescador +1cs.CY cs.AI
Universities have responded to generative artificial intelligence (GenAI) in noticeably different ways, both internationally and within Spain. So far, the dominant reaction has been defensive, this is, most institutions frame the debate around AI detection, plagiarism, academic integrity and a presumed drop in student effort, prioritizing basic training for academic staff over students. Other group of pioneering universities is doing the opposite, pursuing deeper adoption, and assuming that any policy built on prevention or sanction will not hold. This paper sides with that second view. Obsessing about detection is a dead end, since generated text is increasingly hard to distinguish from human writing, and detectors still misfire too often to be trusted. What universities need instead is a coordinated effort to set clear, course-by-course rules for GenAI use, redesign assessment toward authentic and interdisciplinary assessment that fosters critical thinking and learner autonomy, and build a serious AI-literacy programme that treats students as critical co-creators rather than passive users. The challenge, though, is not only pedagogical. Adoption at university scale also raises organisational, technical, operational, legal and economic questions that have to be solved together. In this context, the Universidad Politécnica de Madrid (UPM) is developing a strategic and sustainable AI policy and adoption framework structured around six dimensions, in which AI functions as an enabler of student autonomy and pedagogical innovation rather than as a threat to be policed.
Generative AI makes answers easy and understanding hard, and uncritical use invites cognitive offloading. Schools still measure unaided performance, yet the real task is to produce good work with AI: framing an ill-defined task, judging the output, and steering the model toward a better result. This ability is rarely assessed in its own right; where measured, it collapses into one "prompting" score that cannot diagnose why AI use succeeds or fails. We propose CoRe-3 (Co-Reasoning), a competency model factoring productive AI use into three assessable skills we abbreviate FJS: Framing (specifying an ill-defined task before invoking AI), Judging (evaluating output for errors and unstated assumptions), and Steering (iteratively redirecting the model). Its distinguishing claim is the separation of pre-generation Framing from post-generation Steering, with Judging as the gate between. We ground the skills in theory, state five testable propositions, and instantiate them in CoReasoningLab, an open platform that presents flawed AI output and scores them independently. Over simulated learners (generated and graded by different models), the skills dissociate: each tracks its own manipulated competence while staying flat in the others, and grades become correlated when one competence is shared across all three (convergent and discriminant validity), across grader backends from two providers. Human-rater agreement and outcomes are next; we release the instrument, data, and protocol.
Generative artificial intelligence (AI) is increasingly used to support self-directed learning, yet student interaction with such systems often remains unstructured, limiting engagement in deeper cognitive processes. This study examines how instructional guidance shapes student and AI interaction in construction education. A five-step prompting framework grounded in Generative Learning Theory (GLT) is introduced to guide learner interaction during review activities. A controlled experiment compares three learning conditions: slide-based learning, unprompted AI-supported learning, and prompted AI-supported learning. Learning performance is assessed using multiple-choice and open-ended tasks, and user experience is measured using the User Experience Questionnaire (UEQ). Performance differences are concentrated on tasks requiring explanation and reasoning. The prompted condition achieves higher open-ended scores, with an improvement of approximately 2 or 3 points on a scale of 18 (p < 0.01), while no significant differences are observed in multiple-choice performance. The unprompted condition remains comparable to slide-based learning. These findings indicate that the effectiveness of AI-supported learning depends on how interaction is structured. The proposed framework provides a basis for integrating learning science principles into generative AI systems for construction education.