Beyond the "Wow" factor: Using Generative AI for Increasing Generative Sense-Making DOI Creative Commons
Guido Makransky, Adéla Plechatá, Tue Herlau

и другие.

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Дек. 12, 2024

Abstract Generative Artificial Intelligence (GenAI) has emerged as a transformative tool in education, offering scalable, individualized learning experiences. However, there is notable lack of theoretically informed and methodologically rigorous research on how GenAI can effectively augment learning. This study addresses this gap by investigating the potential chatbot, ChatTutor, to facilitate generative sense-making, leveraging principles from theory. The had two primary goals: first, build theory propose could be used support sense-making; second, empirically test its impact conceptual knowledge, self-efficacy, trust immediately after intervention, well enjoyment, behavioral intentions follow-up four weeks later. Conducted an authentic university course, pre-registered experiment with 175 students compared ChatTutor generic system (ChatGPT) teaching-as-usual condition. Results show that significantly enhanced trust, but not self-efficacy. While improved knowledge over ChatGPT it did outperform teaching-as-usual. Four later, outperformed knowledge. manuscript underscores importance integrating human-centered design educational psychology theories into applications optimize outcomes proposes future practical implications.

Язык: Английский

Beyond the "Wow" factor: Using Generative AI for Increasing Generative Sense-Making DOI Creative Commons
Guido Makransky, Adéla Plechatá, Tue Herlau

и другие.

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Дек. 12, 2024

Abstract Generative Artificial Intelligence (GenAI) has emerged as a transformative tool in education, offering scalable, individualized learning experiences. However, there is notable lack of theoretically informed and methodologically rigorous research on how GenAI can effectively augment learning. This study addresses this gap by investigating the potential chatbot, ChatTutor, to facilitate generative sense-making, leveraging principles from theory. The had two primary goals: first, build theory propose could be used support sense-making; second, empirically test its impact conceptual knowledge, self-efficacy, trust immediately after intervention, well enjoyment, behavioral intentions follow-up four weeks later. Conducted an authentic university course, pre-registered experiment with 175 students compared ChatTutor generic system (ChatGPT) teaching-as-usual condition. Results show that significantly enhanced trust, but not self-efficacy. While improved knowledge over ChatGPT it did outperform teaching-as-usual. Four later, outperformed knowledge. manuscript underscores importance integrating human-centered design educational psychology theories into applications optimize outcomes proposes future practical implications.

Язык: Английский

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