LLM usage varied across assignments and tasks, increasing for later assignments (especially discussion points), while Low-Reliance students concentrated use early and reduced it after Midterm 2¶

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? LLM usage increased for later assignments, particularly discussion points, suggesting students grew more comfortable integrating LLMs into their workflow. → Minju Park 2026 q2 i? Low-Reliance students showed usage concentrated early in the term, with an average of three users per assignment before Midterm 1 falling to one after Midterm 2. → Minju Park 2026 (2)

Evidence¶

Minju Park 2026¶

Minju Park, Ivan Orozco Vasquez, and Cristina Conati. (2026). Characterizing Students' LLM Usage Behaviors and Their Association with Learning in Critical Thinking Tasks. https://arxiv.org/abs/2605.04534 doi:10.48550/arxiv.2605.04534

q2 · i? · associational · r1

Descriptive analysis of per-assignment usage rates across 13 papers (Figure 1) in the two-term course dataset. Usage varied by assignment and task, with an increase for later assignments, particularly discussion points; the authors interpret this as students growing more comfortable integrating LLMs.

"A notable trend is the increase in LLM usage for later assignments, particularly for the discussion points task, suggesting that students may have grown more comfortable integrating LLMs into their workflow as the course progressed."

Minju Park 2026 (2)¶

Minju Park, Ivan Orozco Vasquez, and Cristina Conati. (2026). Characterizing Students' LLM Usage Behaviors and Their Association with Learning in Critical Thinking Tasks. https://arxiv.org/abs/2605.04534

q2 · i? · associational · r1

Descriptive trajectory analysis of the 16 Low-Reliance students across assignments (Figures 1-2). The article reports "an average of three students using LLMs per assignment before Midterm 1", falling to one after Midterm 2, which the authors read as students reducing usage as they grew more comfortable with the tasks.

"Students in the Low-Reliance group showed more con- centrated usage early in the term, with an average of three students using LLMs per assignment before Midterm 1."

Discussion¶

Related Claims¶

• Self-reported LLM usage collapses at the first team milestone and recovers only partially on later coding-heavy team tasks — related
• Students who used LLMs on assignments scored significantly lower than non-users on the first midterm (large effect size), but this gap narrowed and was non-significant on the later midterms — related
• Student LLM usage patterns varied across data science courses: Course-BD showed the highest frequency and over-reliance with near-zero perceived learning effect
• Among LLM users, Low-Reliance students (use in under half of submissions) consistently outperformed High-Reliance students by roughly 7-8% across all three midterms — related
• Students' self-efficacy for using generative AI increased over the semester, with current self-efficacy significantly higher after the fifth assignment than after the first — related