{
  "id": 14832,
  "url": "https://arxiv.org/abs/2607.26338v1",
  "title": "Designing Needs- and Attention-Aware AI Learning Tools for Engineering Education: Insights from Psychological Outcomes",
  "summary": "Artificial Intelligence (AI) is transforming higher education, but its benefits can vary depending on where, how, and how often it supports learning. While prior research emphasizes cognitive and academic outcomes, this study examines how AI chatbots support the psychological needs and motivational states of engineering students. A survey of college engineering students (n = 206) examined perceived effects of AI chatbots on autonomy, relatedness, and relief from competence frustration. Structura",
  "authors": "Kevin Zhongyang Shao, Denise Wilson, Yale Quan, Sep Makhsous",
  "category": "research",
  "topics": "children-education,agents-autonomy",
  "orgs": null,
  "regions": null,
  "published_at": "2026-07-28T23:20:53.000Z",
  "fetched_at": "2026-07-30T05:10:24.387Z",
  "source_slug": "x-arxiv-cs-hc",
  "source_name": "arXiv cs.HC",
  "source_homepage": "https://arxiv.org/list/cs.HC/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/14832",
  "original_url": "https://arxiv.org/abs/2607.26338v1",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}