Exploring The Interaction-Outcome Paradox: Seemingly Richer and More Self-Aware Interactions with LLMs May Not Yet Lead to Better Learning

TL;DR

This study compares LLM-based learning interfaces with search-based ones, finding richer interactions with LLMs do not necessarily lead to better educational outcomes, highlighting the importance of cognitive scaffolding.

Contribution

It introduces the 'Interaction-Outcome Paradox' and emphasizes designing LLM systems that support productive cognitive work rather than just richer interactions.

Findings

LLMs elicit richer, nuanced learner interactions

No significant improvement in learning outcomes with LLMs

Cognitive shift from source synthesis to self-awareness

Abstract

While Large Language Models (LLMs) have transformed the user interface for learning, moving from keyword search to natural language dialogue, their impact on educational outcomes remains unclear. We present a controlled study (N=20) that directly compares the learning interaction and outcomes between LLM and search-based interfaces. We found that although LLMs elicit richer and nuanced interactions from a learner, they do not produce broadly better learning outcomes. In this paper, we explore this the ``Interaction-Outcome Paradox.'' To explain this, we discuss the concept of a cognitive shift: the locus of student effort moves from finding and synthesizing disparate sources (search) to a more self-aware identification and articulation of their knowledge gaps and strategies to bridge those gaps (LLMs). This insight provides a new lens for evaluating educational technologies, suggesting that the future of learning tools lies not in simply enriching interaction, but in designing systems that scaffold productive cognitive work by leveraging this student expressiveness.