Students issue fewer prompts on team assignments, a medium-large within-student difference¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Mean prompt counts fell from 3.31 on individual assignments to 2.11 on team assignments (d = -0.634, medium-large effect). → Sehrish Basir Nizamani 2026

Evidence¶

Sehrish Basir Nizamani 2026¶

Sehrish Basir Nizamani, Zannah Ziew, Saad Nizamani, and Khyati Goyal. (2026). Less Deliberate in Teams: Student LLM Use Across Individual and Collaborative Work. https://arxiv.org/abs/2606.30860 doi:10.48550/arxiv.2606.30860

q2 · i2 · associational · r1

Paired comparison of self-reported prompt counts across HW (mean = 3.31) and TP (mean = 2.11) assignments for 95 analyzed students; the quote reports the printed effect size "d=-0.634, medium-large effect".

"A paired𝑡-test confirmed this difference was statistically significant (𝑡( 94)= 5.841,𝑝<. 0001,𝑑=− 0.634, medium-large effect;𝑛= 95, one student excluded for having no analyzable TP responses)."

Discussion¶

Related Claims¶

• Prompting technique distribution shifts in teams, driven by students reporting no technique at all — related
• Verification behaviors degrade most in team contexts, with test-based verification falling and never fully recovering — related
• Prompt-count distributions differ significantly across assignments, with moderate prompting most common and extended prompting (10+) rare except in Algorithms (18.0%) — related
• Students predominantly conceptualize the LLM as an Assistant rather than Peer or Expert, and role distributions differ significantly across assignments — related