A generative AI teaching partner should support reasoning over supplying conclusions; however, this has not been tested against learning in an authentic course. Drawing on design-based research, we specify the position as a conjecture map and report a first design cycle in two graduate-level research methods courses. Students used an AI teaching partner employing a constraint-first sequence requiring them to state and justify positions before receiving questions. Pre- and post-measures of AI literacy, critical thinking, and metacognitive awareness were collected alongside interaction records. AI literacy increased, concentrating in understanding AI, whereas critical thinking, awareness, and knowledge did not change. Since changes were limited to self-report measures, they may reflect growth in confidence instead of capacity. Interaction records, meanwhile, showed brief exchanges, uneven enactment of the constraint-first sequence, and missing records. These findings show why AI-supported learning requires interaction records to provide a more defensible basis for AI-supported designs than self-reports.

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