In this study, we present a large-scale descriptive analysis of the use of an AI-based learning assistant (Syntea) in higher education. Based on objective log data from 77,543 students enrolled in distance studies, we examine usage patterns across gender, age group, study cluster, degree, and study mode. To date, existing research on educational chatbots has largely relied on comparatively small samples and self-reported survey data, while large-scale evidence on actual usage behavior remains limited. Our findings show that Syntea is already embedded in the study routines of many learners, but that usage differs across demographic and structural contexts. By identifying these patterns, our study provides an empirical basis for the further development of AI-based learning support and contributes a large-scale analysis of educational chatbot usage in higher education.
AI healthcare chatbots are increasingly used to support health information seeking and self-management, yet their performance and impact on users remains to be studied. This study examines over 15,000 user reviews from 59 AI healthcare chatbot apps to explore how these systems fu…
We present Anamnesis, an interactive system for demographically controllable survey simulation using large language models. Open-source, and designed for non-technical users/researchers, Anamnesis enables the prototyping and stress-testing of survey instruments on virtual populat…
AI coding agents are rapidly reshaping how software is built, with developers increasingly delegating substantial coding tasks to autonomous agents in pursuit of higher productivity. While these gains are real, they come at the cost of incidental learning. Developers historically…
Large language models (LLMs) are increasingly used as tutors and thought partners, helping users reason through problems. While guidance from AI assistants can scaffold thinking and foster learning, such benefits depend on how they help--for instance, intervening too early or too…
Generative AI is reshaping programming education, yet educators often infer students' AI-supported learning from classroom observations alone. This experience report presents a trio-ethnography involving two computing educators with different teaching philosophies and one undergr…
Knowledge workers switch between applications thousands of times per day, spending nearly a tenth of the work year transitioning between digital applications in a process called digital fragmentation. Whether this fragmentation reflects who an employee is, where they work, or wha…