Program
Teaching M.A.
Number of Pages
83
Year Approved
2026
First Advisor
John Bergeland
Second Reader
Jon Moberg
Abstract
This literature review examines how the intentional use of artificial intelligence (AI) designed for Socratic questioning and instructional scaffolding affects students' comprehension of course content. The literature suggests that AI is most likely to support comprehension when it prompts students to explain their reasoning, respond to guided questions, reflect on their understanding, and receive support adapted to their needs. In contrast, systems that primarily provide direct answers may encourage overreliance and mask gaps in students' understanding. Overall, the educational value of AI depends less on its availability and more on how it is designed and implemented.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
John, R. (2026). AI-Supported Socratic Questioning and Instructional Scaffolding: Effects on Student Comprehension [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1294
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.