← 研踪 PaperTrailarXiv:2611.07792 · v1
Thinking Is Not Writing: Designing AI Chatbots to Connect Reasoning and Revision
首次提交 2026-11-05 18:32
版本更新 2026-11-05 18:32
雷达观测 2026-11-06 11:06
摘要
Supporting students' argumentative writing with AI requires connecting reflection to their revision processes. We present Maike, a Socratic chatbot supporting writing through argument diagnosis, targeted questioning, and a student model across Think and Write modes. In a classroom study, 65 secondary-school students used Maike or a control chatbot sharing the interface, language model, and Think/Write modes. Approximately 40% of students improved their essay scores. However, Maike users engaged more in idea-level dialogue (56% vs. 44%) and moved iteratively between discussion and editing. Transitions from ideas discussed in dialogue to revisions were positively associated with score gains. These findings suggest a design target for AI writing support: coordinating reflection with revision. We contribute an architecture for supporting argumentative reasoning without generating essay text and an approach linking interaction patterns to writing processes and outcomes. As AI becomes embedded in classrooms, understanding these connections is essential to assessing (and designing for) its educational value.
作者备注：21 pages, 11 figures, 2 tables
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v1 · 2026-11-05 18:32 · 最新观测版本
Thinking Is Not Writing: Designing AI Chatbots to Connect Reasoning and Revision
Supporting students' argumentative writing with AI requires connecting reflection to their revision processes. We present Maike, a Socratic chatbot supporting writing through argument diagnosis, targeted questioning, and a student model across Think and Write modes. In a classroom study, 65 secondary-school students used Maike or a control chatbot sharing the interface, language model, and Think/Write modes. Approximately 40% of students improved their essay scores. However, Maike users engaged more in idea-level dialogue (56% vs. 44%) and moved iteratively between discussion and editing. Transitions from ideas discussed in dialogue to revisions were positively associated with score gains. These findings suggest a design target for AI writing support: coordinating reflection with revision. We contribute an architecture for supporting argumentative reasoning without generating essay text and an approach linking interaction patterns to writing processes and outcomes. As AI becomes embedded in classrooms, understanding these connections is essential to assessing (and designing for) its educational value.
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