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Exploratory analysis shows how prompt design influences AI response quality in academic tasks, suggesting improved human-AI interaction.
This study explores how university students design single‐turn prompts for academic learning tasks using AI tools. 19 students generated 57 prompts across exploratory, precise, and comprehensive scenarios. Using Bloom's Taxonomy and thematic analysis, the study found exploratory prompts often lacked clarity, while precise prompts produced highly relevant responses. Comprehensive prompts supported higher‐order thinking but varied in specificity. Content analysis showed Perplexity outperformed ChatGPT in research tasks with real‐time citations, while ChatGPT excelled in procedural queries. Students’ feedback emphasized clear, task‐specific prompts, highlighting prompt literacy's role in effective AI‐assisted learning. These findings advocate ethical prompt design to enhance human‐AI interaction in education.
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Chu et al. (2025) studied this question.
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