超越信息检索：生成式AI作为认知仲裁者以增强协作问题解决
Beyond Information Retrieval: Generative AI as an Epistemic Arbiter to Enhance Collaborative Problem-Solving
- Jiangxi Normal University（江西师范大学）
- University of Georgia（佐治亚大学）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
本研究通过201名五年级学生的六周准实验，探究生成式AI对协作问题解决的影响，发现其会改变学生行为模式，可作为认知仲裁者促进建设性分歧解决。
AI中文摘要：
生成式AI（GAI）为协作问题解决（CPS）创造了新机会，但其在塑造学生互动中的作用仍不明确。为解决这一差距，我们开展了为期六周的准实验研究，对象为201名五年级学生，分为两个条件：使用GAI和不使用GAI。卡方分析显示两组间的CPS行为分布存在显著差异。与对照组相比，GAI支持组表现出更多社交行为，尤其是参与度和冲突管理，但任务规划、方案推理等认知行为频率更低。滞后序列分析进一步揭示了不同的互动模式：对照组遵循从倾听到规划的更常规过渡，而GAI组则呈现出从任务规划到冲突管理再到方案推理的稳健路径。对AI互动日志的主题分析表明，学生将GAI用作认知仲裁者，借助AI生成的事实和可视化内容建设性地解决分歧。这些发现表明，GAI通过调解从社交冲突到协作推理的过渡来重塑CPS。
英文摘要：
Generative AI (GAI) creates new opportunities for collaborative problem-solving (CPS), yet its role in shaping student interaction remains unclear. To address this gap, we conducted a six-week quasi-experimental study with 201 fifth-grade students in two conditions: with and without GAI. Chi-square analysis showed significant differences in CPS behavior distributions between groups. Compared with the control group, the GAI-supported group demonstrated more social behaviors, particularly engagement and conflict management, but less frequent cognitive behaviors such as task planning and solution reasoning. Lag sequential analysis further revealed distinct interaction patterns: while the control group followed a more conventional transition from listening to planning, the GAI group showed a robust pathway from task planning to conflict management to solution reasoning. Thematic analysis of AI interaction logs suggested that students used GAI as an epistemic arbiter, drawing on AI-generated facts and visualizations to resolve disagreements constructively. These findings suggest that GAI reshapes CPS by mediating the transition from social conflict to collaborative reasoning.
