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Socio-material interactions: A multi-case study on AI chatbot integration in asynchronous online learning.

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Title: Socio-material interactions: A multi-case study on AI chatbot integration in asynchronous online learning.
Authors: Moon, Jewoong1 (AUTHOR) jmoon19@ua.edu, Jung, Yeonji2 (AUTHOR), Bae, Haesol3 (AUTHOR), Lee, Unggi4 (AUTHOR), Kim, Keunjae5 (AUTHOR)
Source: Innovations in Education & Teaching International. Oct2025, Vol. 62 Issue 5, p1614-1631. 18p.
Subject Terms: *Asynchronous learning, *Learning strategies, *Learner autonomy, *Collaborative learning, *Educational technology, *Higher education, Chatbots, Sociotechnical systems
Geographic Terms: United States
Abstract: This multi-case study investigates how AI chatbots enhance asynchronous learning by fostering critical ideation, structured argumentation, and collaborative knowledge construction across three U.S. higher education institutions. Drawing on a socio-material perspective, we examine the socio-material assemblages formed through interactions between students, instructors, and chatbots. Analysis of interaction logs, discussion posts, and reflections from 74 students reveals how varying levels of structured guidance shape socio-material assemblages. Key findings include the creative repurposing of chatbot affordances (bricolage), alignment of technological affordances with pedagogical strategies, and significance of structured guidance. The study introduces a Triangular framework connecting Pedagogical Design, Student Agency, and Technology Integration, providing actionable insights for educators. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd 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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  Data: Socio-material interactions: A multi-case study on AI chatbot integration in asynchronous online learning.
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Oct2025, Vol. 62 Issue 5, p1614-1631. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Chatbots%22">Chatbots</searchLink><br /><searchLink fieldCode="DE" term="%22Sociotechnical+systems%22">Sociotechnical systems</searchLink>
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  Data: This multi-case study investigates how AI chatbots enhance asynchronous learning by fostering critical ideation, structured argumentation, and collaborative knowledge construction across three U.S. higher education institutions. Drawing on a socio-material perspective, we examine the socio-material assemblages formed through interactions between students, instructors, and chatbots. Analysis of interaction logs, discussion posts, and reflections from 74 students reveals how varying levels of structured guidance shape socio-material assemblages. Key findings include the creative repurposing of chatbot affordances (bricolage), alignment of technological affordances with pedagogical strategies, and significance of structured guidance. The study introduces a Triangular framework connecting Pedagogical Design, Student Agency, and Technology Integration, providing actionable insights for educators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd 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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              Text: Oct2025
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