Students’ AI relational identity: conceptualization and applications

Engineering notes

Key topics: autonomous driving. See the paper for implementation details and experimental results.

Chinese explanation / 中文解读

中文解读待补充：本站会优先为端到端自动驾驶、BEV感知、3D目标检测、轨迹预测、路径规划、LiDAR感知等高价值论文补充中文说明。

Original abstract

As Generative Artificial Intelligence (GenAI) becomes ubiquitous in educational settings, concerns increase about how it may affect learners’ identities in relation to the learning process. This study investigated how students’ identities relate to their use of GenAI while learning within an AI-ready pilot high school. Drawing on focus groups with 39 students, we used grounded theory to develop the AI Relational Identity (AIRI) framework. AIRI is defined as the ways learners understand, position, and recognize themselves in relation to GenAI as they negotiate agency and authorship. Findings reveal four distinct AIRIs: Consumers, Technicians, Philosophers, and Innovators. Each group represents a different configuration of technical proficiency and sociopolitical critiques. This study also describes how these identities interact with broader identities—such as learner, maker, and digital identities—and identifies specific instructional strategies contributing to the development of each AIRI. Unlike traditional disciplinary identities, AIRI focuses on the co-constituted relationship between the human and the GenAI agent. This research contributes a new theoretical lens for understanding GenAI-mediated learning and offers promising practices for educators seeking to integrate GenAI in ways that deepen critical thinking and support empowered student citizenry.

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