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Students' Perception of Generative AI-Assisted Collaborative Argumentation

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Title: Students' Perception of Generative AI-Assisted Collaborative Argumentation
Language: English
Authors: Jinhee Kim, Seongryeong Yu (ORCID 0000-0003-1087-3713), Rita Detrick, Liangjie Fan (ORCID 0009-0001-5665-2097), Na Li (ORCID 0000-0003-2395-3499)
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Artificial Intelligence, Persuasive Discourse, Cooperative Learning, Technology Uses in Education, College Students
DOI: 10.1111/ejed.70576
ISSN: 0141-8211
1465-3435
Abstract: The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI-assisted CA within classroom contexts remains limited. This study explored university students' experiences with GenAI-assisted CA through in-depth interviews with 36 students following a CA activity using a ChatGPT4-embedded argumentation platform developed by the research team. Findings indicate that students viewed GenAI as serving multiple roles, including tool, facilitator, teaching assistant and machine buddy. Students perceived that GenAI-assisted CA could empower task performance and create a collaborative learning environment. Meanwhile, they found three challenges, including students'-, AI- and learning environment-related challenges during GenAI-assisted CA. These findings offer evidence-based strategies for educators seeking to integrate GenAI into the design of collaborative learning activities and guidelines for developers on the design of pedagogical AI for creating student-centered GenAI-powered collaborative learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506838
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jinhee+Kim%22">Jinhee Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Seongryeong+Yu%22">Seongryeong Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1087-3713">0000-0003-1087-3713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rita+Detrick%22">Rita Detrick</searchLink><br /><searchLink fieldCode="AR" term="%22Liangjie+Fan%22">Liangjie Fan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5665-2097">0009-0001-5665-2097</externalLink>)<br /><searchLink fieldCode="AR" term="%22Na+Li%22">Na Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2395-3499">0000-0003-2395-3499</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI-assisted CA within classroom contexts remains limited. This study explored university students' experiences with GenAI-assisted CA through in-depth interviews with 36 students following a CA activity using a ChatGPT4-embedded argumentation platform developed by the research team. Findings indicate that students viewed GenAI as serving multiple roles, including tool, facilitator, teaching assistant and machine buddy. Students perceived that GenAI-assisted CA could empower task performance and create a collaborative learning environment. Meanwhile, they found three challenges, including students'-, AI- and learning environment-related challenges during GenAI-assisted CA. These findings offer evidence-based strategies for educators seeking to integrate GenAI into the design of collaborative learning activities and guidelines for developers on the design of pedagogical AI for creating student-centered GenAI-powered collaborative learning.
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