Group interaction patterns in generative AI ‐supported collaborative problem solving
Network analysis of the interactions among students and a GAI chatbot
Bibliographic Data
| ID | 21297222 |
|---|---|
| Authors | Shihui Feng (0000-0002-5572-276X, Faculty of Education University of Hong Kong Hong Kong China, corresponding author) |
| Year | 2025 |
| Volume | 56 |
| Issue | 5 |
| Pages | 2125-2145 |
| Publication date | 2025-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13611 |
| OpenAlex | W4411728696 |
| Language | EN |
| Citations received | 11 |
| References cited | 54 |
Collaborative problem solving (CPS) is an important skill enabling students to co‐construct knowledge and tackle complex problems through group interactions. While the importance of group interactions in CPS is well recognized, it is unclear how the emergence of generative artificial intelligence (GAI), with advanced cognitive support, may alter group dynamics in CPS. This study bridges this gap by examining group interactions in GAI‐supported CPS, focusing on the structural patterns and interaction content characterizing students' social dynamics. Six groups of three to five students used an online messaging tool with a GPT‐4.0 enabled chatbot for a CPS activity. Group interactions were modelled using network analysis and interaction content was coded into socio‐emotional, cognitive, metacognitive, and coordinative dimensions. Employing a network assortativity measure and a binomial test to the interactions among students and the GAI chatbot, we identified a GAI‐centred interaction pattern in which students tended to interact significantly more with the chatbot than their peers in the collaborative problem‐solving process. Students' interactions with the chatbot involved primarily cognitive interactions but also metacognitive and socio‐emotional interactions. This study introduces novel network methods to analyse small group interactions and contributes new empirical evidence and theoretical insights into the social influence of GAI tools, emphasizing the need for further investigations on the factors influencing interaction dynamics among students and GAI tools in collaborative learning
Chatbot · Generative grammar · Generative model · Group (periodic table) · World Wide Web · Artificial Intelligence · Chemistry · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Knowledge Management and Sharing · Organic Chemistry · Psychology
Tracing student engagement in dialogues with GenAI in assessment
Mitigating cognitive offloading in GenAI-supported collaboration
Exploring the Impact of Generative AI-Powered Conversational Agents on Student Learning
Comparing AI chatbots and web-based synchronous collaborative writing tools, leveraging group cohesion, motivation, and performance
GenAI-agents in education
Student-AI interaction patterns in collaborative problem solving using ordered network analysis
The Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot
Exploring the Role of Generative AI in Developing Student Skills in Higher Education
Beyond efficiency
Examining language learners’ GenAI-assisted writing self-efficacy profiles and the relationship with their writing self-regulated learning strategies
The Effects of Generative AI, Peer Interaction, and Interaction Structure on Oral Performance and Perceived Feedback Among Beginning Learners of Chinese as a Foreign Language
Interaction process analysis
Social Network Analysis
Statistical Power Analysis for the Behavioral Sciences
Encyclopedia of the Sciences of Learning
Researching the community of inquiry framework
Epistemic Network Analysis
Assortative Mixing in Networks
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments
A Tutorial on Epistemic Network Analysis
Interacting with educational chatbots
Sens
A framework to analyze argumentative knowledge construction in computer-supported collaborative learning
In search of artificial intelligence (AI) literacy in teacher education
How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement?
Seven Affordances of Computer-Supported Collaborative Learning
Social emotional interaction in collaborative learning
Using ChatGPT to promote research competency
Impacts of three approaches on collaborative knowledge building, group performance, behavioural engagement, and socially shared regulation in online collaborative learning
The interplay of learning, analytics and artificial intelligence in education
Supporting collaborative classroom networks through technology
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments
Beware of metacognitive laziness
Learning theories for artificial intelligence promoting learning processes
Human and artificial intelligence collaboration for socially shared regulation in learning
Knowledge co-construction activities and task-related monitoring in scripted collaborative learning
Metacognition and cognitive monitoring
Promises and challenges of generative artificial intelligence for human learning
| Citations per year | 11 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |