Telling Students to Evaluate Does Not Make It Happen: Task Stage, Offloading Tendency, and Error Detection in AI-Assisted Student Writing.
- DOI
- 10.3390/bs16091671
- Published
- 2026 Sep 17
- Container
- Behavioral sciences (Basel, Switzerland)
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3390/bs16091671,
title = {Telling Students to Evaluate Does Not Make It Happen: Task Stage, Offloading Tendency, and Error Detection in AI-Assisted Student Writing.},
author = {Fan M and Chang P},
year = {2026},
journal = {Behavioral sciences (Basel, Switzerland)},
doi = {10.3390/bs16091671},
url = {https://doi.org/10.3390/bs16091671}
}RIS
TY - JOUR TI - Telling Students to Evaluate Does Not Make It Happen: Task Stage, Offloading Tendency, and Error Detection in AI-Assisted Student Writing. AU - Fan M AU - Chang P PY - 2026 JO - Behavioral sciences (Basel, Switzerland) DO - 10.3390/bs16091671 UR - https://doi.org/10.3390/bs16091671 ER -
APA
M, F., & P, C. (2026). Telling Students to Evaluate Does Not Make It Happen: Task Stage, Offloading Tendency, and Error Detection in AI-Assisted Student Writing.. Behavioral sciences (Basel, Switzerland). https://doi.org/10.3390/bs16091671
Source records
- pubmed · retrieved 2026-11-10T07:59:49.788Z