Framework for student-focused GenAI educational applications that prompt generative learning activities and use GLA products as formative assessment

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 2 claims rest on one study

Description

The article proposes a framework for developing student-focused GenAI educational applications grounded in generative learning theory and the select-integrate-organize framework, in which "interaction is initiated by a) the learner, b) the AIEd system, and c) the instructor." Because many learners do not spontaneously engage in sense-making, the system can systematically prompt generative learning activities and "use the quality of these products as formative assessments to inform further adjustments of learning materials and GLA support." The framework adopts an augmentation perspective in which AI complements human intelligence, and it distinguishes GenAI tools designed for students from tools merely used by students, following the Holmes and Tuomi taxonomy.

Design Implications

Context

Requirements

• The GenAI system must be able to prompt learners who do not automatically initiate sense-making and to assess the quality of their GLA products to adapt subsequent support

Constraints

• The article states it is not proposing that GenAI is necessary or, in its current technological iteration, optimal for progressing from explicit instruction through scaffolded practice to independent practice

Target Learners

• university students in an authentic cognitive psychology course
• high school psychology students

Learning Goals

• conceptual understanding of course content
• generative sense-making during lessons

Claims

• Chattutor Delayed Conceptual Knowledge Study1 [+M]
• Chattutor Trust Enjoyment Intentions Study1 [+M]

Related Designs

Examples

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Key Sources

• Guido Makransky, Ban M. Shiwalia, Tue Herlau, Steven Blurton. (2025). Beyond the "Wow" Factor: Using Generative AI for Increasing Generative Sense-Making. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10039-x

Page metadata

Field	Value
type	design
id	student-focused-genai-gla-framework
title	Framework for student-focused GenAI educational applications that prompt generative learning activities and use GLA products as formative assessment
description	The article proposes a framework for developing student-focused GenAI educational applications grounded in generative learning theory and the select-integrate-organize framework, in which "interaction is initiated by...
status	review
generated	by process:settle-candidates on 2026-10-20
trust	unverified — no one has confirmed this page's content
sources	1 — guido-makransky-2025

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