Computers, Journal Year: 2025, Volume and Issue: 14(5), P. 156 - 156
Published: April 22, 2025
This study investigated how undergraduate students collaborated when working with ChatGPT and what teamwork approaches they used, focusing on students’ preferences, conflict resolution, reliance AI-generated content, perceived learning outcomes. In a course the Applications of Information Systems, 153 were organized into teams 3. Team members worked together to create report presentation specific data mining technique, exploiting ChatGPT, internet resources, class materials. The findings revealed no strong preference for single collaborative mode, though Modes #2, #4, #5 marginally favored due clearer structures, role clarity, or increased individual autonomy. Students reasonably encountered initial disagreements (averaging 30.44%), which eventually resolved—indicating constructive debates that improve critical thinking. Data also showed moderately modified ChatGPT’s responses (50% average) based nearly half (44%) their overall output suggesting balanced yet varied level AI. Notably, statistically significant relationship emerged between actual performance, implying self-assessment can complement objective academic measures. employed diverse mix communication tools, from synchronous (phone calls) asynchronous (Instagram) platforms (Google Drive), valuing ease use but facing scheduling, technical, engagement issues. Overall, these results reveal need flexible patterns, more supportive AI policies, versatile methods so educators apply effectively maintain integrity.
Language: Английский