Students' question types shift from confusion-reporting toward procedural and task-oriented inquiry as tasks progress, though the session difference did not reach conventional significance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A chi-square test of independence revealed a near-significant difference between the two sessions (χ²(17) = 27.03, p = .0576), indicating a trend toward a shift from confusion-reporting in Session 1 toward more procedural and task-oriented inquiry in Session 2. → Matin Amoozadeh and Amin Alipour 2026 q2 i? Instrumental/procedural prompts became the dominant category in Session 2 (S2 = 104; S1 = 79), while verification prompts decreased (S1 = 88, S2 = 66) and Request/Directive prompts increased (S1 = 41, S2 = 52). → Matin Amoozadeh and Amin Alipour 2026 (2)

Evidence¶

Matin Amoozadeh and Amin Alipour 2026¶

Matin Amoozadeh and Amin Alipour. (2026). Analysis of Types of Inquiries in Student-AI Interaction: A case study of two CS2 tasks. https://arxiv.org/abs/2608.17919 doi:10.48550/arxiv.2608.17919

q2 · i? · associational · r1

Chi-square comparison of question-category distributions between the two lab sessions. The article reports χ²(17) = 27.03, p = .0576, a near-significant trend only; no effect size is printed.

"A chi-square test of independence revealed a near-significant difference between the two sessions, 𝜒 2(17)= 27.03, 𝑝=. 0576, indicating a trend toward a shift in questioning behavior from confusion-reporting in Session 1 toward more procedural and task-oriented inquiry in Session 2, though this difference did not reach conventional statistical significance."

Matin Amoozadeh and Amin Alipour 2026 (2)¶

Matin Amoozadeh and Amin Alipour. (2026). Analysis of Types of Inquiries in Student-AI Interaction: A case study of two CS2 tasks. https://arxiv.org/abs/2608.17919

q2 · i? · associational · r1

Descriptive category counts across sessions from the 830-prompt dataset. Instrumental/procedural rose from 79 to 104 prompts; the article also reports verification decreased (S1 = 88, S2 = 66) and Request/Directive increased (S1 = 41, S2 = 52).

"Instrumen- tal/procedural prompts became the dominant category in Session 2 (S2 = 104; S1 = 79), indicating that students increasingly asked how to accomplish tasks or follow specific steps as they engaged with more complex programming challenges."

Discussion¶

Related Claims¶

• A small subset of question types accounts for the majority of student inquiries to AI, with Assertion the most frequent category in both CS2 sessions — related
• Continuing-generation students showed higher usage of procedural and directive question types, while first-generation students leaned toward verification and expectational questions — related
• Students' inquiry sequences differ by session: most start with Assertion questions in Session 1 (prob = 0.48) but with Instrumental/Procedural questions in Session 2 (prob = 0.43) — related
• First-generation students asked fewer questions overall than continuing-generation students in both sessions — related
• Student GenAI use patterns shifted across assessments: Learning and Formatting dominated under purpose-specific use, while Feedback became the dominant use (66.7%) under open use — related