Using generative ai as a simulation to support higher-order thinking: Using generative ai as a simulation to support higher-order thinking: M. Borge, et al.
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| Title: | Using generative ai as a simulation to support higher-order thinking: Using generative ai as a simulation to support higher-order thinking: M. Borge, et al. |
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| Authors: | Borge, M.1 (AUTHOR) mbs15@psu.edu, Smith, B. K.2 (AUTHOR) b.smith@bc.edu, Aldemir, T.3 (AUTHOR) taldemir@tamu.edu |
| Source: | International Journal of Computer-Supported Collaborative Learning. Dec2024, Vol. 19 Issue 4, p479-532. 54p. |
| Subject Terms: | *Generative artificial intelligence, *Critical thinking, *Metacognition, *Classroom environment, Social interaction |
| Abstract: | In this paper, and as a tribute to our friend and collaborator Barbara White, we explore how Generative AI (GenAI) technology can create stimulating new learning environments that support complex sense-making activities. We present a case study of expert use of a chat-based generative AI tool to examine the feasibility of using human–computer collaborative interactions to support metacognition and sociometacognition, i.e., knowledge about, awareness of, and ability to regulate individual (meta) and collective (sociometa) cognition. Our questions are: (RQ1) Is it possible for human–GenAI collaborative interactions to support metacognition, and (RQ2) Is it possible for them to support sociometacognition, i.e., knowledge about, awareness of, and ability to regulate individual (meta) and collective (sociometa) cognition. Our initial findings, though limited by the exploratory, case-based methods used, indicate the promise of GenAI as a valuable social interaction and cultural simulation tool for learners to practice collective sensemaking skills. Although the limitations of chat-based GenAI technologies, including their tendency to provide definitive answers unsupported by evidence, are worth mentioning, our findings contribute to the ongoing conversations around how to develop technologies to support learners' argumentation practices. Accordingly, this study has important implications for future research and practice on using chat-based GenAI as a partner for students to practice the knowledge and skills connected to argumentation and scientific claims, especially in larger courses or broader audiences. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181280761 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using generative ai as a simulation to support higher-order thinking: Using generative ai as a simulation to support higher-order thinking: M. Borge, et al. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Borge%2C+M%2E%22">Borge, M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mbs15@psu.edu</i><br /><searchLink fieldCode="AR" term="%22Smith%2C+B%2E+K%2E%22">Smith, B. K.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> b.smith@bc.edu</i><br /><searchLink fieldCode="AR" term="%22Aldemir%2C+T%2E%22">Aldemir, T.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> taldemir@tamu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Dec2024, Vol. 19 Issue 4, p479-532. 54p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this paper, and as a tribute to our friend and collaborator Barbara White, we explore how Generative AI (GenAI) technology can create stimulating new learning environments that support complex sense-making activities. We present a case study of expert use of a chat-based generative AI tool to examine the feasibility of using human–computer collaborative interactions to support metacognition and sociometacognition, i.e., knowledge about, awareness of, and ability to regulate individual (meta) and collective (sociometa) cognition. Our questions are: (RQ1) Is it possible for human–GenAI collaborative interactions to support metacognition, and (RQ2) Is it possible for them to support sociometacognition, i.e., knowledge about, awareness of, and ability to regulate individual (meta) and collective (sociometa) cognition. Our initial findings, though limited by the exploratory, case-based methods used, indicate the promise of GenAI as a valuable social interaction and cultural simulation tool for learners to practice collective sensemaking skills. Although the limitations of chat-based GenAI technologies, including their tendency to provide definitive answers unsupported by evidence, are worth mentioning, our findings contribute to the ongoing conversations around how to develop technologies to support learners' argumentation practices. Accordingly, this study has important implications for future research and practice on using chat-based GenAI as a partner for students to practice the knowledge and skills connected to argumentation and scientific claims, especially in larger courses or broader audiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11412-024-09437-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 54 StartPage: 479 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Social interaction Type: general Titles: – TitleFull: Using generative ai as a simulation to support higher-order thinking: Using generative ai as a simulation to support higher-order thinking: M. Borge, et al. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Borge, M. – PersonEntity: Name: NameFull: Smith, B. K. – PersonEntity: Name: NameFull: Aldemir, T. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15561607 Numbering: – Type: volume Value: 19 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Computer-Supported Collaborative Learning Type: main |
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