The association between early reliance and negative impact strengthens as evaluation literacy increases¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The early reliance × evaluation literacy interaction was significant for negative impact (β=.307, p<.001); early reliance was not associated with negative impact at lower evaluation literacy (b=.025, p=.861) but was at average (b=.357, p=.004) and higher (+1SD; b=.688, p<.001) evaluation literacy. → Manikonda 2026

Evidence¶

Manikonda 2026¶

Manikonda, L.; Si, M.; Munira, S.; Seneviratne, O.; Bennett, K. (2026). The Uneven Impact of Generative AI on Student Learning: Examining the Roles of Reliance, Evaluation Literacy, and Course Policy in AI-related Courses. https://arxiv.org/abs/2609.18676 doi:10.48550/arxiv.2609.18676

q2 · i? · associational · r2

Interaction extension of the negative-impact regression model, N=118, HC3 standard errors. The interaction ("β=.307,p < .001") remained significant under course-clustered inference (p<.001); simple slopes are reported at −1SD, mean, and +1SD evaluation literacy.

"The interaction between early reliance and evaluation literacy was signifi- cant for negative impact (β=.307,p < .001). As shown in Figure 2, early reliance was not associated with nega- tive impact at lower evaluation literacy (−1SD;b=.025, p=.861)."

Discussion¶

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