Embedded Files
Adobe. (2025). Adobe Firefly [Generative AI creative platform]. https://firefly.adobe.com
Anthropic. (2025). Claude Artifacts [AI workspace feature]. https://claude.ai
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), 8427. https://doi.org/10.3390/app12178427
Cao, C.C., Ding, Z., Lin, J., & Hopfgartner, F. (2023). AI chatbots as multi-role pedagogical agents: Transforming engagement in CS education. arXiv. https://arxiv.org/pdf/2308.03992
Chiu, T. K. F., Ahmad, Z., Ismailov, M., & Sanusi, I. T. (2024). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open, 6, 100171. https://doi.org/10.1016/j.caeo.2024.100171
Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56(2), 489–530. https://doi.org/10.1111/bjet.13544
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AI Use Statement
AI Use Statement
This project was developed with the support of generative AI tools, including Adobe Firefly, ChatGPT, Claude, Figma, Gemini, Lovable, and NotebookLM, to assist with content sourcing, development, and design. These tools were often used in support of each other, prompt-stacking from one AI platform to the next. All AI-supported content was criticially reviewed and refined by the authors, with final decisions made by the authors. AI was used as a collaborative (learning!) partner to support thinking and iteration, reflecting the core idea that AI can extend learning rather than replace it.
This process also highlights the risk of cognitive offloading, reinforcing the importance for maintaining human judgment and reflection when working with AI (Risko & Gilbert, 2016; Fan et al., 2025).
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