Two-dimensional conceptual framework for student–GenAI interaction and perception in STEAM learning

Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article proposes a conceptual framework with two dimensions: student–GenAI interaction and students' perceptions of GenAI use. The interaction dimension examines interaction "from three perspectives: the 'Student–GenAI' perspective, the 'Student' perspective, and the 'GenAI' perspective", comprising four sub-dimensions: interaction content, student standpoint, prompt type, and prompt purpose. The perception dimension covers satisfaction, trust level, and GenAI utility. The framework maintains interpretation at the behavioral level because the same interaction behavior may reflect different cognitive processes across contexts.

Accounts

• Two-dimensional conceptual framework for student–GenAI interaction and perception in STEAM learning: The article proposes a conceptual framework with two dimensions: student–GenAI interaction and students' perceptions of GenAI use. The interaction dimension examines interaction "from three perspectives: the 'Student–GenAI' perspective, the 'Student' perspective, and the 'GenAI' perspective", comprising four sub-dimensions: interaction content, student standpoint, prompt type, and prompt purpose. The perception dimension covers satisfaction, trust level, and GenAI utility. The framework maintains interpretation at the behavioral level because the same interaction behavior may reflect different cognitive processes across contexts. (Zhao Qianhui et al. (2026))

Claims

• Middle school students in GenAI-supported STEAM modules predominantly interact for STEAM knowledge/information retrieval, with minimal evaluation and reflection interactions [+M]
• Students' GenAI prompts overwhelmingly exact-copy instructions and request information rather than review [+M]

Related Research Methods

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Key Sources

• Zhao Qianhui and Li Shuhui. (2026). Exploring Middle School Students' Interactions and Perceptions of Using Generative AI in STEAM Learning Environments. Behavioral Sciences. https://doi.org/10.3390/bs16091626

Page metadata

Field	Value
type	research-method
id	two-dimensional-conceptual-framework-for-studentgenai-interaction-and-perception-in-steam
title	Two-dimensional conceptual framework for student–GenAI interaction and perception in STEAM learning
description	The article proposes a conceptual framework with two dimensions: student–GenAI interaction and students' perceptions of GenAI use.
status	review
generated	by process:settle-candidates on 2026-10-12
trust	unverified — no one has confirmed this page's content

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