“Help Me, But Don’t Watch Me”: Intervention Timing and Privacy Boundaries for Process-Aware AI Tutors
arXiv:2604.06178v1 Announce Type: new Abstract: The use of generative AI (genAI) tools as informal tutors is becoming increasingly prevalent among secondary school students in mathematics learning. In many schools, individualized instructional support is limited, and one-on-one human tutoring remains costly in most learning contexts. GenAI has the potential to provide timely, on-demand help to students when teachers or tutors are not available. However, there are still few studies that examine students’ preferences for AI tutor support that enhances […]