The role of generative AI in collaborative problem‐solving of authentic challenges

Bibliographic Data

ID21297843
AuthorsNancy Law (0000-0003-3044-0528, Faculty of Education University of Hong Kong Hong Kong Hong Kong, corresponding author), Nan Wang (0000-0001-5907-4520, Faculty of Education University of Hong Kong Hong Kong Hong Kong), Ming Ma (0000-0002-6658-8252, Faculty of Education University of Hong Kong Hong Kong Hong Kong), Ma Ming (0000-0003-2018-6634, Education University of Hong Kong), Zhichun Liu (0000-0002-6402-9174, Faculty of Education University of Hong Kong Hong Kong Hong Kong), Leon Lei (Talent and Education Development Office City University of Hong Kong Hong Kong Hong Kong), Shihui Feng (0000-0002-5572-276X, Faculty of Education University of Hong Kong Hong Kong Hong Kong), Xiao Hu (0000-0002-8899-6273, Faculty of Education University of Hong Kong Hong Kong Hong Kong), Jack Tsao (0000-0002-6671-0561, Common Core Office University of Hong Kong Hong Kong Hong Kong)
Year2025
Publication date2025-08-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 0007-1013 • E-ISSN: 1467-8535
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjet.70010
OpenAlexW4413825966
LanguageEN
Citations received2
References cited34

This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team workspace logs. Generative AI (GAI) use accounted for nearly half of the demonstrated digital competence instances—particularly in content creation and problem‐solving—highlighting its role in facilitating collaborative, inquiry‐driven learning. Findings reveal that success depended not on computational expertise, but on shared values, diverse skill sets, effective team structures and clear communication. GAI's role evolved with teams' technical backgrounds, dynamically supporting collaborative knowledge building and moving beyond instrumental use to actively shape emerging knowledge building. These insights offer valuable implications for the pedagogical design of learning with and through GAI

Generative grammar · Mathematics education · Artificial Intelligence · Cognitive Science and Mapping · Computer Science · Digital literacy in education · Digital Transformation in Industry · Psychology

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