Stephanie Boragina
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sboragina.bsky.social
Stephanie Boragina
@sboragina.bsky.social
700 followers 1.2K following 77 posts
🇨🇦 PhD student and instructional designer of online courses

Studying math education at the postsecondary level. Currently examining the growth of student mathematical understanding when taking asynchronous online math classes.

#MathEd #OnlineEd
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sboragina.bsky.social
Takeaways:
This correlation between neural connectivity and behavioral quoting failure in LLM group's participants offers evidence that: 1. Early Al reliance may result in shallow encoding. LLM group's poor recall and incorrect quoting is a possible indicator that their essays were not internally integrated, likely due to outsourced cognitive processing to the LLM. 2. Withholding LLM tools during early stages might support memory formation. Brain-only group's stronger behavioral recall, supported by more robust EEG connectivity, suggests hat initial unaided effort promoted durable memory traces, enabling more effective reactivation even when LLM tools were introduced later 3. Metacognitive engagement is higher in the Brain-to-LLM group. Brain-only group might have mentally compared their past unaided efforts with tool-generated suggestions (as supported by their comments during the interviews), engaging in self-reflection and elaborative rehearsal, a process linked to executive control and semantic integration, as seen in their EEG profile. The significant gap in quoting accuracy between reassigned LLM and Brain-only groups was not merely a behavioral artifact; it is mirrored in the structure and strength of their neural connectivity. The LLM-to-Brain group's early dependence on LLM tools appeared to have impaired long-term semantic retention and contextual memory, limiting their ability to reconstruct content without assistance. In contrast, Brain-to-LLM participants could leverage tools more strategically, resulting in stronger performance and more cohesive neural signatures.
June 16, 2025 at 11:00 AM
sboragina.bsky.social
Study groups:
Participants were randomly assigned across the three following groups, balanced with respect to age and gender: 1. LLM Group (Group 1): Participants in this group were restricted to using OpenAl's GPT-40 as their sole resource of information for the essay writing task. No other browsers or other apps were allowed; 2. Search Engine Group (Group 2): Participants in this group could use any website to help them with their essay writing task, but ChatGPT or any other LLM was explicitly prohibited; all participants used Google as a browser of choice. Google search and other search engines had "-ai" added on any queries, so no Al enhanced answers were used by the Search Engine group. 3. Brain-only Group (Group 3): Participants in this group were forbidden from using both LLM and any online websites for consultation.
June 16, 2025 at 11:00 AM
sboragina.bsky.social
I'd like to gently point out that accessibility should be a high priority for anything designed for educators.

The featured quotes part of your website isn't giving me confidence that accessibility has been a priority in your product design:
Portion of quote visible on mobile (full quote isn't visible as it seems quotes are in a fixed-width box that is wider than the mobile screen; also, these quotes are automatically scrolling and there is no obvious way to stop the scrolling or reverse it). Front end of each line is cut off so you just see: ...enter is an intuitive, powerful tool ...ed to save you time and boost your ...fficiency, all while offering a user- ...y interface that makes creating ...tations a breeze." - Kim Ngan, Teacher
November 25, 2024 at 11:12 AM
sboragina.bsky.social
My solution:
Solution: Rows: 8 + 3 + 11 + 10 = 32 13 + 4 + 16 + 15 = 48 12 + 1 + 9 + 14 = 36 5 + 2 + 7 + 6 = 20 Columns add to 38, 10, 43, and 44 Middle square consists of square numbers 4, 16, 1, 9
November 9, 2024 at 10:49 AM