# Chatting with a Learning Analytics Dashboard: The Role of Generative AI Literacy on Learner Interaction with Conventional and Scaffolding Chatbots

arXiv: https://arxiv.org/abs/2411.15597 · HTML: https://mlsanity.com/paper/2411.15597/

## Key facts

- Cited by 6 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 23 Nov 2024.

## Built on by (most cited first, 6 of 6)

- ["We need to avail ourselves of GenAI to enhance knowledge distribution": Empowering Older Adults through GenAI Literacy](https://mlsanity.com/paper/2506.06225/) (2025)
- [AI Literacy as a Key Driver of User Experience in AI-Powered Assessment: Insights from Socratic Mind](https://mlsanity.com/paper/2507.21654/) (2025)
- [Agentic AI as Undercover Teammates: Argumentative Knowledge Construction in Hybrid Human-AI Collaborative Learning](https://mlsanity.com/paper/2512.08933/) (2025)
- [What Students Ask, How a Generative AI Assistant Responds: Exploring Higher Education Students' Dialogues on Learning Analytics Feedback](https://mlsanity.com/paper/2601.04919/) (2026)
- [Structuring versus Problematizing: How LLM-based Agents Scaffold Learning in Diagnostic Reasoning](https://mlsanity.com/paper/2604.09158/) (2026)
- [LLM-based Multimodal Feedback Produces Equivalent Learning and Better Student Perceptions than Educator Feedback](https://mlsanity.com/paper/2601.15280/) (2026)

## Abstract (arXiv)

Learning analytics dashboards (LADs) simplify complex learner data into accessible visualisations, providing actionable insights for educators and students. However, their educational effectiveness has not always matched the sophistication of the technology behind them. Explanatory and interactive LADs, enhanced by generative AI (GenAI) chatbots, hold promise by enabling dynamic, dialogue-based interactions with data visualisations and offering personalised feedback through text. Yet, the effectiveness of these tools may be limited by learners' varying levels of GenAI literacy, a factor that remains underexplored in current research. This study investigates the role of GenAI literacy in learner interactions with conventional (reactive) versus scaffolding (proactive) chatbot-assisted LADs. Through a comparative analysis of 81 participants, we examine how GenAI literacy is associated with learners' ability to interpret complex visualisations and their cognitive processes during interactions with chatbot-assisted LADs. Results show that while both chatbots significantly improved learner comprehension, those with higher GenAI literacy benefited the most, particularly with conventional chatbots, demonstrating diverse prompting strategies. Findings highlight the importance of considering learners' GenAI literacy when integrating GenAI chatbots in LADs and educational technologies. Incorporating scaffolding techniques within GenAI chatbots can be an effective strategy, offering a more guided experience that reduces reliance on learners' GenAI literacy.