Publication Type

Conference Proceeding Article

Version

publishedVersion

Publication Date

11-2025

Abstract

Large language models (LLMs) are increasingly being integrated into educational settings, enabling more adoption of constructivist teaching and learning approaches in classrooms. This paper explores the strategies instructors are currently using to incorporate LLMs into learning activities that align with constructivist principles, which emphasize that learners actively construct their own knowledge. Through interviews with nine instructors who have designed eleven distinct LLM-based activities and using reflexive thematic analysis, this study identifies various types of learning activities with respect to four different aspects of the constructivist learning theory. The strategies employed and challenges faced to foster constructivist student-LLM interaction were also discussed. Finally, this paper proposes a shift in AI tool design: moving away from "know-it-all" oracles toward LLMs designed as pedagogical peers that can support active, collaborative learning at scale, enhancing the constructivist learning experience.

Keywords

AI in education, interview, instructors, instructors experiences, teaching pedagogy, learning activities, challenges, instructional design, large language models

Discipline

Artificial Intelligence and Robotics | Graphics and Human Computer Interfaces

Research Areas

Information Systems and Management

Areas of Excellence

Digital transformation

Publication

ICHEC '25: Proceedings of the 2025 International Conference on Human-Engaged Computing, Singapore, November 21-23

First Page

1

Last Page

7

Identifier

10.1145/3786995.3787043

Publisher

ACM

City or Country

New York

Additional URL

https://doi.org/10.1145/3786995.3787043

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