Exploring ChatGPT‐Facilitated Scaffolding in Undergraduates' Mathematical Problem Solving.
Background: ChatGPT, an AI‐based chatbot, supports learning by accurately interpreting and responding to user inputs. Despite its potential, few empirical studies have examined its influence on college students' mathematical problem‐solving processes. Objectives: This study aimed to introduce a Chat...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 18 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918273&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918273 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918273 186918273 186918273 10.1111/jcal.70077 186918273 ppf: 1 ppct: 17 formats: tig: atl: Exploring ChatGPT‐Facilitated Scaffolding in Undergraduates' Mathematical Problem Solving. aug: au: Zhou, Ruijie He, Xiuling Fan, Qiong Li, Yangyang Li, Yue Xiao, Xiong Fang, Jing affil: National Engineering Research Center of Educational Big Data, Central China Normal University, Wuhan, China sug: subj: Artificial Intelligence, Generative Utilization Students, Undergraduate Mathematics Problem Solving Evaluation Student Performance Appraisal Student Attitudes Evaluation Human Funding Source Multimethod Studies Task Performance and Analysis Self Report Student Experiences Sequence Analysis Positive Psychology Male Female Learning Environment Semi-Structured Interview Descriptive Statistics Paired T-Tests Male Female ab: Background: ChatGPT, an AI‐based chatbot, supports learning by accurately interpreting and responding to user inputs. Despite its potential, few empirical studies have examined its influence on college students' mathematical problem‐solving processes. Objectives: This study aimed to introduce a ChatGPT‐facilitated scaffolding to investigate its impact on students' mathematical problem‐solving behaviours, performance and perceptions. Methods: Twenty‐nine undergraduates participated in this study, engaging in mathematical problem‐solving tasks using the scaffolding. A mixed‐method approach was employed, incorporating performance data, interaction analysis and self‐reported surveys to assess both quantitative and qualitative aspects of students' experiences. In particular, lag sequential analysis was applied to explore the undergraduates' problem‐solving behavioural patterns. Results and Conclusions: Results demonstrated that the ChatGPT‐facilitated scaffolding significantly improved students' mathematical problem‐solving performance. The high‐performance group (HPG) exhibited a greater frequency of interpretive and evaluative activities, transitioning from factual to metacognitive representations, while the low‐performance group (LPG) primarily transitioned from prompt selection to procedural representations. Additionally, most participants expressed positive perceptions of the scaffolding experience and reported an improvement in their problem‐solving skills. Major Takeaways: These findings offer valuable insights for the design and implementation of AI‐facilitated learning activities in mathematical problem‐solving contexts. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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