Exploring Student Interactions with AI-Powered Learning Tools: A Qualitative Study Connecting Interaction Patterns to Educational Learning Theories

This qualitative study examines how undergraduate students interact with AI tools (ChatGPT, Grammarly, Khan Academy) during learning tasks, connecting observed interaction patterns (directive, assistive, dialogic, empathetic) to established educational learning theories (behaviorism, cognitivism, constructivism, humanism). The research identifies five themes including cognitive scaffolding, dialogic engagement, and learning agency through semi-structured interviews.

With the growing use of artificial intelligence in classrooms and online learning, it has become important to understand how students actually interact with AI tools and how such interactions match with traditional ways of learning. In this study, we focused on how students engage with tools like ChatGPT, Grammarly, and Khan Academy, and tried to connect their usage patterns with well-known learning theories. A small experiment was carried out where undergraduate students completed different lea

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