Contextual Questions dialogue acts are negatively correlated with assignment outcomes across both semesters¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across both semesters, Contextual Questions acts showed statistically significant negative correlations with assignment scores. → reg-contextual

Evidence¶

reg-contextual¶

Hunter McNichols, Fareya Ikram, and Andrew Lan. 2026. The StudyChat Dataset: Analyzing Student Dialogues With ChatGPT in an Artificial Intelligence Course. In LAK26: 16th International Learning Analytics and Knowledge Conference (LAK 2026). https://doi.org/10.1145/3785022.3785029

q2 · i? · associational · r2

Regression analysis of dialogue act counts against normalized assessment scores in both semesters. Significant negative coefficients for Contextual Questions include Assignment Clarification (a3: −0.0034, p=0.021; a5: −0.0072, p=0.039) and Other (a5: −0.0075, p=0.017). The authors suggest this negative correlation "is perhaps an indicator of student confusion."

"One consistent theme across both semesters is thatContextual Questionsacts are negatively correlated with assign- ment outcomes."

Discussion¶

Related Claims¶

• Students' conceptual-question and editing-request LLM usage is positively correlated with exam outcomes in the spring semester — related
• Conceptual Questions about mathematics are a strong negative indicator of assignment 6 scores — a narrower finding that bears on this claim
• In StudyChat, conceptual-understanding behaviors correlate positively with exam outcomes while task-delegating behaviors correlate negatively — related
• Dialogue act features raise regression R² but do not significantly improve outcome prediction over a prior-performance baseline — a broader claim this one bears on