From Immediate Answers to Structured Inquiry: A Socratic Method-Enhanced ChatGPT System for Blended Learning Discussions
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| Title: | From Immediate Answers to Structured Inquiry: A Socratic Method-Enhanced ChatGPT System for Blended Learning Discussions |
|---|---|
| Language: | English |
| Authors: | Hsin-Yu Lee (ORCID |
| Source: | Journal of Educational Computing Research. 2026 64(5):1254-1293. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 40 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Questioning Techniques, Teaching Methods, Artificial Intelligence, Synchronous Communication, Technology Uses in Education, Computer Mediated Communication, Student Attitudes, Foreign Countries, Graduate Students, Universities |
| Geographic Terms: | Taiwan |
| DOI: | 10.1177/07356331261429306 |
| ISSN: | 0735-6331 1541-4140 |
| Abstract: | Artificial Intelligence integration with mobile instant messaging (MIM) offers promising support for blended learning discussions, yet current implementations often favor immediacy over pedagogical structure. Despite separate studies on Socratic methods, ChatGPT applications, and MIM platforms, their systematic integration remains unexplored. This study introduces SCMIM (Socratic-based ChatGPT Mobile Instant Messaging) and compares its impact with standard ChatGPT-MIM and traditional MIM through a 12-week randomized trial with 72 master's students. Using mixed-methods analysis of engagement questionnaires, discussion logs, and interviews, we examined behavioral, cognitive, and emotional engagement alongside technology acceptance perceptions. Results showed ChatGPT-MIM enhanced behavioral participation and emotional comfort through immediate support, while SCMIM more effectively fostered cognitive engagement, particularly analytical thinking and knowledge construction. Despite initial adaptation challenges, SCMIM users developed appreciation for systematic questioning, reporting high perceived usefulness and comparable intention to use. These findings demonstrate that effective AI integration requires balancing immediate support with structured pedagogical guidance to promote both engagement and deeper learning outcomes in educational discussions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506847 |
| Database: | ERIC |
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