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Guiding students from passive learning to active critical thinking through AI-powered Socratic dialogue
[1] Evidence source：ACM Learning @ Scale 2026 full paper (Best Paper nominee)—an analysis of cognitive engagement across hundreds of university courses
[2] Evidence source：Computers & Education: Artificial Intelligence journal article (accepted, in press)—an analysis of cognitive-engagement patterns in students' AI conversations across disciplines
[3] Evidence source：Frontiers in Psychology journal article (published 2026)—effects of a dual-role AI lecturer/teaching assistant on learner autonomy, self-regulated learning, and intrinsic motivation in university EFL
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九十四個互動式科學實驗，在瀏覽器裡直接動手做：調整參數、觀察現象、記錄並匯出數據。從單擺週期、拋體運動到波的干涉，涵蓋四大學科，全部即時運算、免安裝；登入後還有 AI 實驗助教陪你邊做邊問。
走進科學實驗室
Research vision: Uedu proposes the “Chat as Learning” measurement paradigm—every prompt a student poses to an AI teaching assistant is an observable externalisation of learning cognition in progress. The motto “Ask Well, Think Deeply” draws on “inquire carefully, reflect thoroughly” from the Doctrine of the Mean and the art of good questioning in the Record of Learning (Xueji); we use Bloom’s Taxonomy to analyse the cognitive engagement patterns in students’ prompts—not to grade performance, but to make thinking processes visible. The paper, by Assistant Professor Chia-Kai Chang and Mr. Kuei-Hao Li, appears in Computers and Education: Artificial Intelligence—the journal ranked #2 worldwide in Education (Impact Factor 23.4), dedicated to research on AI applications in education.
Analysis across four universities, two semesters, 116 courses and over 60,000 student messages shows that about 62% of prompts reach higher-order cognition; moreover, the same student shifts cognitive patterns when the discipline changes—Apply is most prominent in STEM courses (20.8%), Understand dominates in Language courses (31.7%), and Create stands out in Social Science courses (33.8%). The variance in higher-order engagement comes mainly from the course discipline rather than the individual student: cognitive engagement is a discipline-contingent pattern, not a fixed personal interaction style.
See the research →Background and course context: The study's first author is Mr. K.-H. Li, co-founder of Uedu, and it builds on empirical research conducted in his university English course—deeply integrating the dual-role Agentic AI learning environment built on the Uedu platform (AI Lecturer + AI Teaching Assistant) into the course design to examine its effects on learner autonomy, self-regulated learning and intrinsic motivation. Mr. Li's university English course was also selected as a model course; the study thus earns dual recognition—academic (the international SSCI journal) and pedagogical (a model course).
A 16-week controlled study (120 undergraduates; 60 experimental / 60 control) found that when AI guided learners through Socratic questioning and gradually faded its scaffolding as competence grew, students’ gains in learner autonomy, self-regulated learning and intrinsic motivation were significantly greater than the control group (large effect sizes); most students’ questions to the AI also shifted gradually from “seeking answers” toward “seeking elaboration and metacognition.”
See the research →Uedu’s self-hosted local model: conversations never leave campus, optimised for Traditional Chinese, with system load fully transparent. Try it without signing in.
Research use notice: to improve model quality and support AI-literacy research, your conversations and system performance metrics are stored; when not signed in they are recorded anonymously, linked to no identity, and used only for aggregate analysis. Please do not enter personal or sensitive information. Learn about this model and the case for taking charge of AI →
This model runs on a single RTX 4090 GPU on campus—the real load of a one-card system, shown transparently. You may need to queue at peak times.
Find the role that fits you best and jump straight to the right tool.
AI Socratic dialogue centers on questioning, helping students naturally build critical thinking within your existing course
AI asks, understanding begins
Your teaching, with AI alongside
AI asks, reflection deepens
The strongest evidence for the platform is not our own claim—it is researchers across institutions independently designing and running studies with Uedu as their tool or research site, and publishing in international peer-reviewed journals.
實驗組在證據運用（η²ₚ = .255）與反駁整合（η²ₚ = .087）顯著優於對照組；立場（claims）在兩點量表下未見顯著差異。
This study was designed, conducted and published by an independent research team.作者於誌謝具名感謝張家凱博士提供平台與技術支援；平台於方法一節具名為 Uedu。
The AI era needs more than a handful of top technical experts (depth); it needs an entire workforce that can collaborate with AI (breadth)—marketing, management, law, design: every role now calls for AI literacy. Uedu focuses on exactly this breadth: equipping students from every discipline to work alongside AI.
"Using AI" is very different from "having AI literacy"—just as knowing how to drive isn't the same as driving literacy. Uedu doesn't just let you use AI; we design it so the more you use it, the more you think, question AI, and judge for yourself.
This page integrates six international and local frameworks—UNESCO, OECD, the EU AI Act, AAAI, IEEE, and Taiwan's Ministry of Education—to explain what AI literacy is, why everyone must learn it after 2026, and how Uedu helps you practice, while documenting global moves such as Purdue University making AI literacy a graduation requirement in Dec 2025.
Open the full AI literacy guide Academic versionThe same skill as media literacy—just the AI version.
Reports students write with AI increasingly look like real learning—final exams and written reports are losing their discriminating power. You can't tell which the student understood and which the AI wrote.
Formative assessment looks not at the final "output" but at the "thinking process"—where students get stuck, whether they ask follow-ups, whether they can critique AI answers. Process evidence doesn't lie.
Uedu translates Self-Determination Theory and Vygotsky’s Zone of Proximal Development into the design of its Agentic AI teaching assistant: the agent uses Socratic questioning to guide learners to elaborate and reflect, and lets scaffolding fade gradually as ability grows. In a 16-week quasi-experiment, most learners’ questions to the AI shifted gradually from “seeking answers” toward “seeking elaboration and metacognition”—an observable trajectory of learning behavior.
Uedu is an EdTech platform built around generative AI, integrating teaching, learning and research. Through multidimensional Educational Omics data integration, it creates a personalized learning experience for every learner.
Uedu offers a complete set of teaching and research tools to help teachers improve teaching quality
After you upload materials, AI auto-generates varied question types, with item-bank management, auto-grading and score analysis
Record your screen and webcam, auto-saved and shareable to students for after-class replay
Upload course materials and the AI assistant answers students' questions based on your content
Collect HRV, sleep and stress data to explore how physiological state affects learning
Chat freely with schoolmates, anonymously or named, sharing course experiences and campus info
See ratings and course reviews, upload past exams, and make better course choices
Automatically compiles your learning trajectory across courses—dialogues, quizzes and discussion outcomes
Integrates three major scales—RIASEC, Big Five and MBTI—to help you understand your learning traits
Instead of giving answers, it uses layered questions to help students discover answers themselves
Direct-answer mode
What is photosynthesis?
Photosynthesis is the process by which plants use light energy to turn carbon dioxide and water into glucose and oxygen. The formula is: 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂
Guide thinking, train the brain
What is photosynthesis?
Great question! Before I answer, let me ask you first:
What "materials" do you think a plant needs to grow?
Um... water, sunlight, and air?
Excellent! You've named three key elements.
So, what role do you think "sunlight" plays in this process? Is it a material? Or...?
The student is thinking about the difference between "energy" and "material"
Every round of AI dialogue is auto-tagged with Bloom's cognitive levels. From "Remember" to "Create," you can watch students' thinking climb from shallow understanding to higher-order reasoning.
AI tags each message's cognitive level in real time—no manual reading needed
Which students are stuck at remembering? Who can already analyze and evaluate? See it at a glance
Compare cognitive distribution at the start and end of the term to quantify teaching impact
Search by name, school or field of expertise
Found 20 teachers
National Central University
Center for General Education | Assistant Professor
National Tsing Hua University
International Interdisciplinary PhD Program | PhD Candidate
National Yang Ming Chiao Tung University
Graduate Institute of Education | Associate Professor; Center for Open Educational Resources in Higher Education | Deputy Director
National Central University
Department of Chinese Literature | Associate Professor
National Central University
Department of Chinese Literature | Adjunct Assistant Professor
National Central University
Language Center | Assistant Professor
National Central University
Language Center | Assistant Professor
National Central University
Department of Chinese Literature | Adjunct Lecturer
Chung Yuan Christian University
Department of Business Administration | Associate Professor
Chung Yuan Christian University
Department of International Business | Associate Professor
Ming Chuan University
Department of Counseling and Industrial-Organizational Psychology | Associate Professor
Kaohsiung Medical University
Center for General Education / Center for Humanities and Arts Education | Associate Professor
National Taipei University of Nursing and Health Sciences
Department of Health Care Management | Assistant Professor
Chang Gung University of Science and Technology
Department of Nursing | Assistant Professor
National Changhua University of Education
Department of Special Education | Associate Professor
Real experiences from across disciplines
Center for General Education, NCU | Programming - Python
“I kept my existing teaching approach—mainly lectures and PBL—but replaced the original programming assignments with Socratic dialogue, guiding students to take the initiative in conversing with AI and building a trail of knowledge. In their final individual projects, you could clearly see that their thinking had grown deeper. 56% of students considered generative AI the most effective learning tool.”
Chung Yuan Christian University | Department of Business Administration
“Uedu's interface design incorporates the concepts of Contained Knowledge and collaboration. Learners are no longer passive recipients of knowledge; they can interact with AI or other learners to co-construct a knowledge system. This design aligns with PBL (Problem-Based Learning), enabling students not merely to ask and answer questions but to clarify the very logic and structure of the problem itself.”
National Central University | Language Center
“Cultivating learners' capacity for self-directed learning carries profound significance for academic development. The scaffolding of Uedu's Socratic dialogue assistant effectively strengthens English learners' argumentative writing, helping students build a more logical connection between critical thinking and expression.”
Questions about use, features and research—all answered here
Go to FAQCan't find an answer? Contact us
Uedu platform uses Educational Omics as its theoretical framework, integrating learning data across six dimensions—cognition, language, physiology/neuroscience, society, environment and ethics—to build a Trusted Educational Data Lake.
Want to add AI Socratic dialogue to your course? You're very welcome!
Want to add AI Socratic dialogue to your course and boost students' thinking? Free for teachers and students—you can experience all features.
This platform is supported by National Central University, with all features provided free of charge.
About data use: When you use the platform, Uedu collects the necessary interaction and learning-process data under defined guidelines for system optimization and teaching-feedback analysis for instructors (for example, generating a course knowledge trail). This data is used solely to improve service quality and is never used for individual assessment or grading. Only if you have signed a research informed-consent form (see the research ethics page) will we use the data, after de-identification, for academic research analysis. In addition, Uedu also supports the collection of exercise- and physiology-related data, which is likewise used only for system optimization; it is used for research purposes only after the user has signed an IRB-approved research informed-consent form.
Principal Investigator:Chia-Kai Chang, Assistant Professor | [email protected]
National Central University Center for General Education Assistant Professor
張家凱助理教授任職於國立中央大學通識教育中心，教學內容包含：Python、Linux、人工智慧跨域應用專題。研究領域包含生成式人工智慧、多模態學習分析與生理訊號輔助學習，結合物理與物聯網感測技術，著重於教育 Omics 資料湖之大數據設計與應用。透過數位孿生模型與智慧學習環境，探索跨領域課程中的認知提升、情緒調控與學習遷移。
Email: [email protected]
National Central University Language Center Assistant Professor
李明懿助理教授現為國立中央大學語言中心兼華語組組長。教學內容包括：華語文教學、教材教法、漢語語法學、語法教學、語料庫與華語教學等專業課程，和各級華語課程。現致力於漢語詞彙、語法、篇章、學術語言教學之研究，以及華語師資培育。
Email: [email protected]
National Central University Language Center Assistant Professor
王立仁助理教授教學內容包括：學術英文寫作、英文簡報、商用英文、英文檢定(口說寫作)。現致力於電腦輔助語言教學、高等教育EMI、數位學習、科學教育。
Email: [email protected]
National Central University Department of Chinese Literature Part-time Assistant Professor
涂藍云助理教授目前於國立中央大學中國文學系、中原大學通識教育中心等開設中文寫作、文學經典閱讀、語文與修辭等與中文應用及閱讀書寫相關之課程，學術專長為《易》學、魏晉玄學、中國經典詮釋、儒道思想之研究。
Email: [email protected]
National Dong Hwa University Department of Physics Professor
賴建智助理教授任職於國立東華大學物理學系。
Email: [email protected]
Taipei Medical University Department of Nursing Associate Professor
Ching-Yi Chang is an associate professor at the Department of School of Nursing, College of Nursing, Taipei Medical University. Her research interests include maternal and child health, mobile learning, digital game-based learning, flipped classrooms, medical education, and nursing education.
Email: [email protected]
National Central University Department of Chinese Literature Associate Professor
鄭芳祥博士，現任國立中央大學副教授，專精於古典散文及宋代文學。主要授課於桃園市廟宇文化巡禮、知識寫作與思考、大一國文等課程，致力於推廣桃園文化及提升學生的文學素養。其研究專長集中於宋代散文，並發表多篇學術論文，涵蓋古文與經史的關聯等主題。此外，鄭芳祥博士參與多項區域志編纂計畫及廟宇文化相關行動研究，曾主持桃園市廟宇文化巡禮課程的行動研究，並著重於傳統文化的保護與教育推廣。過去曾於僑務委員會海外華語教學及實踐大學應用中文系任職，具備豐富的教學與研究經驗。
Email: [email protected]
Web: https://sites.google.com/view/taoyuan-temple/%E9%A6%96%E9%A0%81
Chung Yuan Christian University Department of Business Administration Associate Professor
朱珊瑩博士，現任中原大學企業管理學系副教授，研究領域為個體經濟學、應用計量經濟、教育經濟學、財務與 AI。
Email: [email protected]
Chung Yuan Christian University Department of International Business and Trade Associate Professor
楊奕農博士，現任中原大學國際經營與貿易學系副教授，研究領域為國際金融、行為經濟與實驗經濟、網路經濟應用以及財務計量分析。
Email: [email protected]
Changhua University of Education Department of Special Education Associate Professor
張靖卿博士，現任彰化師範大學特殊教育學系副教授，研究領域為資優教育、測驗評量。
Email: [email protected]
Chang Gung University of Science and Technology Department of Nursing Assistant Professor
戴秀珍博士，現任長庚科技大學護理學系助理教授，研究領域為腫瘤護理、護理教育、長期照護。
Email: [email protected]
National Yang Ming Chiao Tung University Institute of Educational Research Associate Professor
National Yang Ming Chiao Tung University Center for Open Educational Resources in Higher Education Deputy Director
國立陽明交通大學教育研究所副教授。國立臺灣師範大學教育學系學士、碩士，美國伊利諾大學香檳分校應用統計碩士、課程與教學系數理與科技教育組哲學博士。鏗任老師與Christine Bauer博士及Patrick Lowenthal博士，共同於2015年榮獲全美大學科技網絡(National University Technology Network, NUTN) 2015年年度研究學術獎，以及2016年、2017年的美國教育傳播與科技學會（Association for Educational Communication & Technology, AECT）遠距學習期刊論文獎。返國前，曾任美國博伊西州立大學數位校園中心教學設計與研究分析師、外語系兼任教師，於2015年9月以科技部延攬特殊優秀人才返回交大服務。2016年開始，便以交大為基地，與MOOCs名師 Barbara Oakley 跨國合作，將 Learning How To Learn 轉化為適合華人學子的落地慕課，同時在中國與台灣兩地發展跨年齡層、多形式的慕課（如音訊課程Podcast）。目前各平台「學習之道」累積超過十萬人選修，鏗任老師並以此為研究場域，歸納可永續發展慕課的實踐理論，且和研究生一同分析線上學習行為。此外，鏗任老師亦與理學院合作，發展證據為本的學習分析架構，以追蹤全線上課程大學生，其自主學習知能的進展。過去曾有的研究興趣有數位落差、數位舞弊、教師數位教學專業發展、課程與教學、海外臺灣學校研究等。
在教學活動上，鏗任老師曾獲兩次交大績效特優導師、一次交大教學獎、一次傑出教學獎，及磨課師課程，和開放式課程獎項。希望經由研究生的培養，拓展臺灣對教學設計師（Instructional Designer）這門專業工作的重視，亦常受邀至大學院校進行數位融入教學的技巧分享。業餘的興趣則是合唱音樂，目前亦擔任國立陽明交通大學教職員合唱團總幹事及副團長。
Email: [email protected]
Ming Chuan University Department of Counseling and Industrial-Organizational Psychology Associate Professor
許瑛玿博士，現任銘傳大學諮商與工商心理學系副教授，研究領域為工商心理學、心理研究方法、心理測量方法。教授課程包括：團體動力與諮商、專業倫理、悲傷諮商與臨終關懷、情緒心理學專題、諮商與心理治療實務專題、諮商兼職實習、諮商全職實習、諮商與司法心理學專題。實務與研究專長領域：個別／團體諮商歷程與實務、情緒／悲傷諮商、伴侶／家族治療、家庭暴力／程序監理人／修復式司法等議題。
Email: [email protected]
National Taipei University of Nursing and Health Sciences Department of Health Business Management Assistant Professor
蔡懿玲博士，現任國立臺北護理健康大學，健康事業管理系所助理教授，研究領域為醫療科技評估、健康經濟學、健康產業行銷與溝通、健康政策與管理、醫藥市場准入實務。
Email: [email protected]
National Central University Department of Chinese Literature Adjunct Lecturer
江道一博士候選人，現任國立中央大學，中國文學系兼任講師，研究領域為結合古典文學與數位人文等研究專長，以應用中文為教學場域，發展融合古典文學與數位科技的教學方法，培養素養導向的跨領域思考。
Email: [email protected]
National Tsing Hua University Intercollegiate International PhD Program PhD Candidate
李奎皓博士候選人，曾任國立清華大學教育與學習科系講師、國立陽明交通大學外國語文學系講師、國立台北科技大學應用外語系講師、國立台灣科技大學語言中心講師。研究專長：數位學習、人工智慧導論、電腦輔助語言學習、科技英文寫作、全英語授課。
Email: [email protected]
Kaohsiung Medical University Center for General Education / Center for Humanities and Arts Education Associate Professor
高等教育專題 (含大學生情緒與學習、學生學習成效評估、高教評鑑、醫學教育、瓖境教育)、校務研究、質性研究與電腦軟體應用、質量化整合性研究。
Email: [email protected]
Kaohsiung Medical University Center for General Education / Center for Humanities and Arts Education Associate Professor
研究專長包含語料庫語言學、詞彙語意學、心理語言學、認知語言學、量化研究。
Web: https://www.siawfongchung.com/
Email: [email protected]
