Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators

ArXi:2604.01114v1 Announce Type: cross As generative AI systems are integrated into educational settings, students often encounter AI-generated output while working through learning tasks, either by requesting help or through integrated tools. Trust in AI can influence how students interpret and use that output, including whether they evaluate it critically or exhibit overreliance. We investigate how students' trust relates to their appropriate reliance on an AI assistant during programming problem-solving tasks, and whether this relationship differs by learner characteristics.