{
  "id": 9940,
  "url": "https://doi.org/10.1038/s41598-026-39237-5",
  "title": "Evaluating AI-powered learning assistants in engineering higher education with implications for student engagement, ethics, and policy",
  "summary": "As generative AI becomes increasingly integrated into higher education, understanding how students engage with these technologies is essential for responsible adoption. This study evaluates the Educational AI Hub, an AI-powered learning framework, implemented in undergraduate civil and environmental engineering courses at a large R1 public university. Using a mixed-methods design combining pre- and post-surveys, system usage logs, and qualitative analysis of students' AI interactions, the resear",
  "authors": "Ramteja Sajja, Yusuf Sermet, Brian Fodale, İbrahim Demir",
  "category": "research",
  "topics": "regulation,children-education,environment",
  "orgs": null,
  "regions": null,
  "published_at": "2026-02-06T00:00:00.000Z",
  "fetched_at": "2026-07-14T16:34:04.099Z",
  "source_slug": "openalex",
  "source_name": "OpenAlex",
  "source_homepage": "https://openalex.org",
  "ethics_ai_record_url": "https://ethics.ai/record/9940",
  "original_url": "https://doi.org/10.1038/s41598-026-39237-5",
  "evidence_status": "source-only",
  "attribution": "via ethics.ai"
}