{
  "id": 18370,
  "url": "https://arxiv.org/abs/2605.15850",
  "title": "Access Timing as Scaffolding: A Reinforcement Learning Approach to GenAI in Education",
  "summary": "arXiv:2605.15850v3 Announce Type: replace Abstract: In recent years, generative AI (GenAI) in educational settings has become ubiquitous in university students' daily lives, despite its potential to induce over-reliance, metacognitive disengagement, and diminished learning when used unrestrictedly. While most prior research has focused on how to pedagogically scaffold its usage, the question of when to allow off-the-shelf GenAI remains understudied and lacks pedagogically grounded empirical inve",
  "authors": "Janne Rotter, Pau Benazet i Montobbio, Davinia Hern\\'andez-Leo",
  "category": "research",
  "topics": "children-education",
  "orgs": null,
  "regions": null,
  "published_at": "2026-08-12T04:00:00.000Z",
  "fetched_at": "2026-08-12T05:10:43.828Z",
  "source_slug": "arxiv-cscy",
  "source_name": "arXiv cs.CY",
  "source_homepage": "https://arxiv.org/list/cs.CY/recent",
  "ethics_ai_record_url": "https://ethics.ai/record/18370",
  "original_url": "https://arxiv.org/abs/2605.15850",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}