Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis
Abstract Generative artificial intelligence (GenAI) has rapidly permeated educational settings, revolutionizing how university students approach learning and problem-solving. While its benefit to enhance personalized learning and academic performance is widely acknowledged, its impact on students’ c...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-08-01
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| Series: | International Journal of Educational Technology in Higher Education |
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| Online Access: | https://doi.org/10.1186/s41239-025-00545-x |
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| author | Manli Yu Zhi Liu Taotao Long Dong Li Lei Deng Xi Kong Jianwen Sun |
| author_facet | Manli Yu Zhi Liu Taotao Long Dong Li Lei Deng Xi Kong Jianwen Sun |
| author_sort | Manli Yu |
| collection | DOAJ |
| description | Abstract Generative artificial intelligence (GenAI) has rapidly permeated educational settings, revolutionizing how university students approach learning and problem-solving. While its benefit to enhance personalized learning and academic performance is widely acknowledged, its impact on students’ cognitive presence remains underexplored. This study attempted to investigate the influence of GenAI integrated six-hat thinking technique scaffolded discussions on cognitive presence patterns. In this 14-week study, 108 pre-service teachers used the six-hat thinking technique for scaffolded discussions in instructional design tasks. Of these, 54 incorporated GenAI tools for information retrieval and problem-solving, while the other 54 did not. Epistemic Network Analysis (ENA) was applied to examine differences in cognitive presence patterns between the two groups who used and did not use GenAI. The study further analyzed cognitive presence pattern differences between high-creativity and low-creativity pre-service teachers and found that GenAI contributed to enhancing the cognitive presence of pre-service teachers, with a notable benefit for those with high creativity levels. However, its influence on cognitive presence of pre-service teachers with low creativity levels appears to be more limited. The implications suggest that educators should use GenAI tools to enhance students' cognitive presence, but it is important to give more attention to creativity. |
| format | Article |
| id | doaj-art-381d4fcd473c47288748e7e2519c675e |
| institution | Kabale University |
| issn | 2365-9440 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj-art-381d4fcd473c47288748e7e2519c675e2025-08-20T04:02:55ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402025-08-0122112410.1186/s41239-025-00545-xExploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysisManli Yu0Zhi Liu1Taotao Long2Dong Li3Lei Deng4Xi Kong5Jianwen Sun6Faculty of Artificial Intelligence in Education, Central China Normal UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityFaculty of Education, Henan UniversityFaculty of Artificial Intelligence in Education, Central China Normal UniversityAbstract Generative artificial intelligence (GenAI) has rapidly permeated educational settings, revolutionizing how university students approach learning and problem-solving. While its benefit to enhance personalized learning and academic performance is widely acknowledged, its impact on students’ cognitive presence remains underexplored. This study attempted to investigate the influence of GenAI integrated six-hat thinking technique scaffolded discussions on cognitive presence patterns. In this 14-week study, 108 pre-service teachers used the six-hat thinking technique for scaffolded discussions in instructional design tasks. Of these, 54 incorporated GenAI tools for information retrieval and problem-solving, while the other 54 did not. Epistemic Network Analysis (ENA) was applied to examine differences in cognitive presence patterns between the two groups who used and did not use GenAI. The study further analyzed cognitive presence pattern differences between high-creativity and low-creativity pre-service teachers and found that GenAI contributed to enhancing the cognitive presence of pre-service teachers, with a notable benefit for those with high creativity levels. However, its influence on cognitive presence of pre-service teachers with low creativity levels appears to be more limited. The implications suggest that educators should use GenAI tools to enhance students' cognitive presence, but it is important to give more attention to creativity.https://doi.org/10.1186/s41239-025-00545-xGenAICognitive presenceCreativitySix-hat thinkingENAPre-service teacher |
| spellingShingle | Manli Yu Zhi Liu Taotao Long Dong Li Lei Deng Xi Kong Jianwen Sun Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis International Journal of Educational Technology in Higher Education GenAI Cognitive presence Creativity Six-hat thinking ENA Pre-service teacher |
| title | Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis |
| title_full | Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis |
| title_fullStr | Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis |
| title_full_unstemmed | Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis |
| title_short | Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis |
| title_sort | exploring cognitive presence patterns in genai integrated six hat thinking technique scaffolded discussion an epistemic network analysis |
| topic | GenAI Cognitive presence Creativity Six-hat thinking ENA Pre-service teacher |
| url | https://doi.org/10.1186/s41239-025-00545-x |
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