Group interaction patterns in generative AI‐supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot.
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| Title: | Group interaction patterns in generative AI‐supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot. |
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| Authors: | Feng, Shihui1 (AUTHOR) shihuife@hku.hk |
| Source: | British Journal of Educational Technology. Sep2025, Vol. 56 Issue 5, p2125-2145. 21p. |
| Subject Terms: | *Generative artificial intelligence, *Communication network analysis, *Collaborative learning, *Outcome assessment (Education), Group problem solving, Social dynamics, Social interaction, Chatbots |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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: 187257464 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Group interaction patterns in generative AI‐supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Feng%2C+Shihui%22">Feng, Shihui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> shihuife@hku.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2025, Vol. 56 Issue 5, p2125-2145. 21p. – 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="%22Communication+network+analysis%22">Communication network analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Social+dynamics%22">Social dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187257464 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.13611 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 2125 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Communication network analysis Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Outcome assessment (Education) Type: general – SubjectFull: Group problem solving Type: general – SubjectFull: Social dynamics Type: general – SubjectFull: Social interaction Type: general – SubjectFull: Chatbots Type: general Titles: – TitleFull: Group interaction patterns in generative AI‐supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Feng, Shihui IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 56 – Type: issue Value: 5 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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