Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving
Abstract This study explores the effectiveness of chatbots empowered by generative artificial intelligence (GAI) in assisting university students’ creative problem-solving (CPS). We used quasi-experiments to compare the performance of dialogue dynamics, learner perceptions, and practical competencie...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-03-01
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| Series: | International Journal of Educational Technology in Higher Education |
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| Online Access: | https://doi.org/10.1186/s41239-025-00508-2 |
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| author | Yu Song Longchao Huang Lanqin Zheng Mengya Fan Zehao Liu |
| author_facet | Yu Song Longchao Huang Lanqin Zheng Mengya Fan Zehao Liu |
| author_sort | Yu Song |
| collection | DOAJ |
| description | Abstract This study explores the effectiveness of chatbots empowered by generative artificial intelligence (GAI) in assisting university students’ creative problem-solving (CPS). We used quasi-experiments to compare the performance of dialogue dynamics, learner perceptions, and practical competencies in CPS during students’ interactions with: (1) a GAI chatbot, and (2) their peers. In total, 80 postgraduate students participated. The assigned CPS task was the creation of an innovative research proposal. We found that there were significant differences in the dialogic exchanges observed between the two types of interaction. Student-GAI chatbot interactions featured more knowledge-based dialogue and elaborate discussions, with less subjective expression compared to student-peer interactions. Notably, students contributed significantly less dialogue when interacting with a GAI chatbot than they did during peer interactions. The dialogic exchanges arising from student-GAI chatbot interactions tended to follow distinct patterns, while those from student-peer interactions were less predictable. The students perceived interacting with a GAI chatbot as more useful and easier than interacting with peers. Furthermore, they exhibited higher intention levels when utilising a GAI chatbot to tackle the CPS task compared to engaging in discussions with their peers. Ultimately, practical performance was significantly enhanced through interactions with a GAI chatbot. This study implies that the prudent use of GAI-based techniques can facilitate university students’ learning achievement. |
| format | Article |
| id | doaj-art-209dc9ad108e4945ba8a690f585be29d |
| institution | DOAJ |
| issn | 2365-9440 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj-art-209dc9ad108e4945ba8a690f585be29d2025-08-20T03:05:43ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402025-03-0122113010.1186/s41239-025-00508-2Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solvingYu Song0Longchao Huang1Lanqin Zheng2Mengya Fan3Zehao Liu4School of Education, South China Normal UniversityDepartment of Sociology and Social Policy, Lingnan UniversitySchool of Educational Technology, Faculty of Education, Beijing Normal UniversitySchool of Education, South China Normal UniversitySchool of Educational Technology, Faculty of Education, Beijing Normal UniversityAbstract This study explores the effectiveness of chatbots empowered by generative artificial intelligence (GAI) in assisting university students’ creative problem-solving (CPS). We used quasi-experiments to compare the performance of dialogue dynamics, learner perceptions, and practical competencies in CPS during students’ interactions with: (1) a GAI chatbot, and (2) their peers. In total, 80 postgraduate students participated. The assigned CPS task was the creation of an innovative research proposal. We found that there were significant differences in the dialogic exchanges observed between the two types of interaction. Student-GAI chatbot interactions featured more knowledge-based dialogue and elaborate discussions, with less subjective expression compared to student-peer interactions. Notably, students contributed significantly less dialogue when interacting with a GAI chatbot than they did during peer interactions. The dialogic exchanges arising from student-GAI chatbot interactions tended to follow distinct patterns, while those from student-peer interactions were less predictable. The students perceived interacting with a GAI chatbot as more useful and easier than interacting with peers. Furthermore, they exhibited higher intention levels when utilising a GAI chatbot to tackle the CPS task compared to engaging in discussions with their peers. Ultimately, practical performance was significantly enhanced through interactions with a GAI chatbot. This study implies that the prudent use of GAI-based techniques can facilitate university students’ learning achievement.https://doi.org/10.1186/s41239-025-00508-2GAI-based chatbotsDialogueStudent-human interactionCreative problem-solving |
| spellingShingle | Yu Song Longchao Huang Lanqin Zheng Mengya Fan Zehao Liu Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving International Journal of Educational Technology in Higher Education GAI-based chatbots Dialogue Student-human interaction Creative problem-solving |
| title | Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving |
| title_full | Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving |
| title_fullStr | Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving |
| title_full_unstemmed | Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving |
| title_short | Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving |
| title_sort | interactions with generative ai chatbots unveiling dialogic dynamics students perceptions and practical competencies in creative problem solving |
| topic | GAI-based chatbots Dialogue Student-human interaction Creative problem-solving |
| url | https://doi.org/10.1186/s41239-025-00508-2 |
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