Students should treat GenAI as a critical dialogue partner, using informed, iterative prompting rather than collecting ready-made answers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's proposition for students is to actively engage with the course literature and use GenAI as a conversational partner for self-regulated learning rather than as a collector or generator of ready-made answers. Productive use requires "informed, iterative prompting: asking focused questions, requesting simplification when needed, and reflecting on the GenAI's responses in relation to one's own developing understanding". The authors state the passive student will likely remain in the quantitative phase at best.

Design Implications¶

Context¶

Requirements¶

• The student must actively engage with the course literature alongside the interaction.

Constraints¶

• The article notes this approach assumes informed prompts are essential for the transition, and it remains untested whether students could achieve the same progression using general, uninformed prompts alone.

Target Learners¶

• higher education students

Target Learning Goals¶

• moving from quantitative to qualitative SOLO-phase understanding
• self-regulated learning with generative AI

Affordances¶

• Ai Interaction Literacy

Related Strategies¶

• Generative prompting: using AI as a thinking partner through iterative dialogue rather than an answer machine

Examples¶

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Key Sources¶

• Linus Brunnström & Lisa Palmqvist. (2026). AI-interaction literacy: reflections on how generative AI might be used to support self-regulated learning in higher education. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2731261