Consolidate knowledge or build scientific models? The role of online information-searching strategies in students' prompt sequences with Generative Artificial Intelligence.
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| Title: | Consolidate knowledge or build scientific models? The role of online information-searching strategies in students' prompt sequences with Generative Artificial Intelligence. |
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| Authors: | Chiu-Lin Lai1 jolen761002@gmail.com |
| Source: | Educational Technology & Society. Jul2025, Vol. 28 Issue 3, p241-262. 22p. |
| Subject Terms: | *Generative artificial intelligence, *High school students, *Online education, *Science education, Science journalism |
| Abstract: | Discussing with generative artificial intelligence (GAI) has been recognized as a method for obtaining information. Researchers have noticed that students' ability to search, select, and evaluate information (e.g., their online information-searching strategies) may affect the quality of their learning and discussion with GAI. In this study, we conducted an experiment in an online science course to explore the role of online information-searching strategies (OISS) in the process of students discussing with GAI. A total of 46 high school students participated in the study. In the course, students wrote question prompts to the GAI, accessed information provided by the GAI, and composed their science reports. We collected the students' OISS tendency questionnaire, science reports, and the question prompt content they wrote to GAI. According to the results, students with higher OISS outperformed those with lower OISS in terms of content accuracy and logical descriptions in their science reports. The ordered network analysis (ONA) results showed a significant difference in the prompting sequences of the two groups of students. Students with higher OISS gradually developed their knowledge models of scientific concepts by organizing information and finding connections or inconsistencies among different types of knowledge. Students with lower OISS strategies focused more on content extension and consolidation of independent expertise. We labeled the higher OISS students as holism learners, while the lower OISS students were labeled as atomism learners. Lastly, the study findings underscore the importance of guiding students to comprehensively structure and synthesize their knowledge within GAI-based learning environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186407765 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Consolidate knowledge or build scientific models? The role of online information-searching strategies in students' prompt sequences with Generative Artificial Intelligence. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chiu-Lin+Lai%22">Chiu-Lin Lai</searchLink><relatesTo>1</relatesTo><i> jolen761002@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jul2025, Vol. 28 Issue 3, p241-262. 22p. – 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="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+journalism%22">Science journalism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Discussing with generative artificial intelligence (GAI) has been recognized as a method for obtaining information. Researchers have noticed that students' ability to search, select, and evaluate information (e.g., their online information-searching strategies) may affect the quality of their learning and discussion with GAI. In this study, we conducted an experiment in an online science course to explore the role of online information-searching strategies (OISS) in the process of students discussing with GAI. A total of 46 high school students participated in the study. In the course, students wrote question prompts to the GAI, accessed information provided by the GAI, and composed their science reports. We collected the students' OISS tendency questionnaire, science reports, and the question prompt content they wrote to GAI. According to the results, students with higher OISS outperformed those with lower OISS in terms of content accuracy and logical descriptions in their science reports. The ordered network analysis (ONA) results showed a significant difference in the prompting sequences of the two groups of students. Students with higher OISS gradually developed their knowledge models of scientific concepts by organizing information and finding connections or inconsistencies among different types of knowledge. Students with lower OISS strategies focused more on content extension and consolidation of independent expertise. We labeled the higher OISS students as holism learners, while the lower OISS students were labeled as atomism learners. Lastly, the study findings underscore the importance of guiding students to comprehensively structure and synthesize their knowledge within GAI-based learning environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) 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: 10.30191/ETS.202507_28(3).TP03 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 241 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: High school students Type: general – SubjectFull: Online education Type: general – SubjectFull: Science education Type: general – SubjectFull: Science journalism Type: general Titles: – TitleFull: Consolidate knowledge or build scientific models? The role of online information-searching strategies in students' prompt sequences with Generative Artificial Intelligence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chiu-Lin Lai IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 28 – Type: issue Value: 3 Titles: – TitleFull: Educational Technology & Society Type: main |
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