Describe AI instructional role and learner–AI interaction design in detail (prompts, scaffolds, modality, dialogue structures)¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For the AI Role and Interaction domain, the article recommends a concrete reporting practice: "authors should describe not only the AI system’s instructional role but also the design of learner–AI interaction in sufficient detail, including prompts, scaffolds, modality, and dialogue structures." This lets the field distinguish pedagogical effects from the contingencies of specific interaction designs, and supports comparison and translation of findings across contexts.

Design Implications¶

Context¶

Requirements¶

• Studies document the AI's pedagogical role (e.g., tutor, feedback agent, scaffolded conversational partner) and the interaction design

Constraints¶

Target Learners¶

• Researchers studying conversational or interactive AI learning tools

Target Learning Goals¶

• Interpretable, comparable reporting of learner–AI interaction and its effects on learning outcomes

Related Strategies¶

• Apply RAISE flexibly across methodologies and settings where AI is central or peripheral
• Counter-design practices for deliberate AI engagement
• Grade AI-dialogue assignments on evidence of sustained dialogue, and explicitly teach students to answer the AI's questions
• Four design principles for integrating voice-based AI into language curricula

Examples¶

-

Key Sources¶

• Allison, J. (2026). RAISE the Standard: A Framework for Transparent Reporting of Artificial Intelligence Studies in Education. Journal of Educational Computing Research, 64(1), 3-15. https://doi.org/10.1177/07356331251377430