Students hold generally positive attitudes toward Gen AI-assisted problem posing, with a minority mixed or negative¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? About 68% of students expressed favorable views of Gen AI-assisted problem posing, about 17% held mixed views citing hesitations such as distrust of generated output, and about 9% held negative views. → Lindsay Dawson 2026
Evidence¶
Lindsay Dawson 2026¶
Lindsay Dawson, N. Sanjay Rebello. (2026). Exploring Students' Perceptions of Using Generative AI-Assisted Problem Posing. https://arxiv.org/abs/2608.12523 doi:10.48550/arxiv.2608.12523
q2 · i? · qualitative · r3
Phenomenological coding of the same 49 students' post-training reflections on problem posing with Gen AI, with codes for positive, mixed, negative, and insufficient-information attitudes. The article reports "About68%of students fell into the positive category", with 17% mixed and 9% negative.
"About68%of students fell into the positive category, expressing a favorable view of the problems posed and the process itself."
Discussion¶
Related Claims¶
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- A majority of physics students (76%) perceived a positive change in their Gen AI interactions after prompt-engineering training — related
- Youth hold varied attitudes toward generative AI, with non-users citing concerns about helpfulness, academic integrity, knowledge, privacy, and awareness — related
- Students hold generally positive attitudes toward educational chatbots and agree the chatbots they used improved their knowledge and understanding — a broader claim this one bears on
- Thematic coding of student reflections shows peers seen as understanding context and AI feedback seen as actionable, with one quarter of reflections expressing skepticism of AI — related
- AI applications in STEM education foster positive affective perception, including attitude, interest, and motivation — a broader claim this one bears on
- EAI modalities were associated with higher student motivation and changes in attitudes toward STEM knowledge areas — related
- University students held positive attitudes toward GAI in DST creation but expressed moderate concern about over-reliance and low concern about reduced social interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
generally-positive-attitudes-gen-ai-problem-posing |
title |
Students hold generally positive attitudes toward Gen AI-assisted problem posing, with a minority mixed or negative |
description |
Students hold generally positive attitudes toward Gen AI-assisted problem posing, with a minority mixed or negative |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lindsay-dawson-2026 |
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