While the excitement around the capabilities of technological In a recent review that mapped the design space of IIWAs [5], the advancements is giving rise to new AI-based writing assistants, ecosystem dimensions were identified as important, and involve: the overarching ecosystem plays a crucial role in how they are "the overarching sociotechnical context in which the writer and adopted in educational practice. In this paper, we point to key the tool are situated, encompassing a range of complex, ecological aspects for consideration. We draw insights from interdependent actors that frequently play a role in the extensive research integrated with practice on a writing feedback functioning of the writing assistant". However, there was sparse tool over 9 years at a university, and we highlight potential risks empirical evidence in the literature on how this ecosystem when these are overlooked. It informs the design of educational manifests, given the novelty of GenAI IIWAs in particular.

Artificial Intelligence (AI) has become a ubiquitous part of society, but a key challenge exists in ensuring that humans are equipped with the required critical thinking and AI literacy skills to interact with machines effectively by understanding their capabilities and limitations. These skills are particularly important for learners to develop in the age of generative AI where AI tools can demonstrate complex knowledge and ability previously thought to be uniquely human. To activate effective human-AI partnerships in writing, this paper provides a first step toward conceptualizing the notion of critical learner interaction with AI. Using both theoretical models and empirical data, our preliminary findings suggest a general lack of Deep interaction with AI during the writing process. We believe that the outcomes can lead to better task and tool design in the future for learners to develop deep, critical thinking when interacting with AI.