GAI帮助小学生协作解题，用AI化解分歧促进合作。
Beyond Information Retrieval: Generative AI as an Epistemic Arbiter to Enhance Collaborative Problem-Solving
- 学生用AI当知识裁判，凭AI内容解决争端。
- 有AI组社交行为多，但独立思考少，冲突管理更高效。
- 适合教育研究者与人工智能辅助教学设计者参考。
生成式人工智能（GAI）为协作问题解决（CPS）带来新可能，但其对学生互动的影响尚不明确。本研究通过为期六周的准实验，对201名五年级学生在有无GAI支持的条件下进行对比。卡方检验显示两组在协作行为分布上存在显著差异：相比对照组，使用GAI的小组表现出更多社交行为，尤其是参与和冲突管理，但认知行为如任务规划和解决方案推理频率降低。滞后序列分析揭示：对照组呈现从倾听到规划的传统路径，而GAI组则展现出从任务规划→冲突管理→解决方案推理的稳定传递路径。主题分析表明，学生将GAI作为认知仲裁者，利用其生成的事实与可视化内容建设性地化解分歧。结果表明，GAI通过中介社会冲突与协作推理之间的转化，重塑了协作问题解决的模式。
原文摘要 · Abstract (English)
Generative AI (GAI) creates new opportunities for collaborative problem-solving (CPS), yet its role in shaping student interaction remains unclear. To address this gap, we conducted a six-week quasi-experimental study with 201 fifth-grade students in two conditions: with and without GAI. Chi-square analysis showed significant differences in CPS behavior distributions between groups. Compared with the control group, the GAI-supported group demonstrated more social behaviors, particularly engagement and conflict management, but less frequent cognitive behaviors such as task planning and solution reasoning. Lag sequential analysis further revealed distinct interaction patterns: while the control group followed a more conventional transition from listening to planning, the GAI group showed a robust pathway from task planning to conflict management to solution reasoning. Thematic analysis of AI interaction logs suggested that students used GAI as an epistemic arbiter, drawing on AI-generated facts and visualizations to resolve disagreements constructively. These findings suggest that GAI reshapes CPS by mediating the transition from social conflict to collaborative reasoning.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。