Linking AI Agent Architectures to Trust Antecedents in Human-Autonomous Teams: A Scoping Review
What does an AI need to be a credible teammate? A scoping review mapping AI agent architectures onto the antecedents of trust in human-autonomous teams.
Andrew Zamecnik
Research Fellow — Learning Analytics & AI in Education
Centre for Change and Complexity in Learning (C3L), Adelaide University
Professional Summary
I lead a research program at the intersection of learning analytics and artificial intelligence in education. Collaboration is among the most valued capabilities in modern curricula, yet it remains largely invisible to assessment. Beginning with my doctoral work on team cohesion in technology-mediated learning, I have progressively built the methods and the tools to make collaborative problem-solving observable in authentic settings — capturing collaborative skills and learning dispositions in real time from classroom interaction, and returning evidence-informed feedback to teachers. The aim is to move the field beyond post hoc evaluation of teamwork toward responsive, in-situ support for collaboration.
I work with mixed methods and a commitment to equity by design, developing AI that mitigates bias and cultivates an inclusive, AI-competent workforce. A complementary strand of my research examines human-AI teaming: how trust forms in human-autonomous teams, and what an AI requires to be a credible analytic partner in learning.
Both strands converge on a single ambition — assessment of collaboration that teachers can trust and act on.
Education
PhD in Information Technology
2019-01-01
2023-12-31
University of South Australia
BSc (Honours) in Information Technology
2018-01-01
2019-12-31
University of South Australia
BSc in Information Technology
2015-01-01
2018-12-31
University of South Australia
Interests
Learning Analytics
AI in Education
Collaborative Problem-Solving
Human-AI Teaming
Multimodal Learning Analytics
Equity by Design
Selected Publications
The Perceptions of Task Cohesion in Collaborative Learning Teams
How students themselves perceive task cohesion — and how those perceptions line up with what their trace data shows. Scopus top 1% in education.
Team Interactions with Learning Analytics Dashboards
The Team Analytics dashboard, co-designed with K-12 schools: putting team behaviour in front of teachers. Scopus top 1% in education.
All Publications
(2026).
How Do Students Listen to Each Other When Solving Complex Problems?.
Proceedings of the 16th International Learning Analytics and Knowledge Conference (LAK ‘26).
(2026).
Linking AI Agent Architectures to Trust Antecedents in Human-Autonomous Teams: A Scoping Review.
Artificial Intelligence Review.
(2025).
An Unobtrusive Approach to Modelling Team Cohesion and Collaboration in Ecological Classroom Settings.
Learning and Instruction, 101, 102268.
(2024).
Mapping Employable Skills in Higher Education Curriculum Using LLMs.
Technology-Enhanced Learning for Inclusive and Equitable Quality Education (EC-TEL 2024), Krems, Austria, 18-32.
(2024).
Curriculum Analytics: Exploring Assessment Objectives, Types and Grades in a Study Program.
Education and Information Technologies.
(2024).
The Perceptions of Task Cohesion in Collaborative Learning Teams.
International Journal of Computer-Supported Collaborative Learning, 25(1).
(2024).
Towards Automated Assessment of Participation and Value Creation in Networked Learning.
Proceedings of the Networked Learning Conference, 14(1).
(2024).
Understanding Student Perceptions of Artificial Intelligence as a Teammate.
Technology, Knowledge and Learning.
(2024).
Towards Comprehensive Monitoring of Graduate Attribute Development: A Learning Analytics Approach in Higher Education.
Proceedings of the 14th International Learning Analytics and Knowledge Conference (LAK ‘24), 78-89.
(2023).
Using Online Learner Trace Data to Understand the Cohesion of Teams in Higher Education.
Journal of Computer Assisted Learning, 39(6), 1733-1750.
(2023).
Exploring the Feedback Provision of Mentors and Clients for Teams in Work-Integrated Learning Environments.
Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK ‘23), 566-571.
(2022).
Team Interactions with Learning Analytics Dashboards.
Computers & Education, 185, 104514.
(2022).
Exploring Non-Traditional Learner Motivations and Characteristics in Online Learning: A Learner Profile Study.
Computers and Education: Artificial Intelligence, 3, 100051.
(2022).
The Cohesion of Small Groups in Technology-Mediated Learning Environments: A Systematic Literature Review.
Educational Research Review, 35, 100427.
(2021).
An FDA-Based Approach for Clustering Elicited Expert Knowledge.
Stats, 4(1), 184-204.
(2020).
The SEIRA Approach: Course Embedded Activities to Promote Academic Integrity and Literacies in First Year Engineering.
Proceedings of the 10th International Conference on Learning Analytics & Knowledge (LAK ‘20), 218-223.
Workshops
From Tools to Teammates I: Generative AI in Education — Human-AI Collaboration and Culture to Promote Equity and Inclusion
Workshop co-organiser. The first in the Human-AI Teaming series: generative AI, culture, and equity by design.
From Tools to Teammates II: Designing AI That Belongs
Workshop co-organiser. The second edition of the Human-AI Teaming series — what it takes for AI to belong in a team, not just serve it.
CrossMMLA: Exploring the Frontier of Multimodal Semantic Features with the Help of Generative AI
Workshop co-organiser. Multimodal semantic features, and what generative AI changes about them.
Well-being in Sight: Revealing Its Emergence in Collaborative Learning through a Multimodal, Framework-Guided Analysis
Surfacing well-being indicators and relationships from team dialogue, with a multimodal framework-guided analysis.
A Working Prototype for Real-Time Surfacing of Learning Dispositions in K-12 Collaborative Learning
Demonstrating MagpieMatrix: surfacing learning dispositions from K-12 collaborative learning, live.