Exploring cognitive strategies in human-AI interaction: ChatGPT's role in creative tasks

Journal of Creativity Pub Date : 2025-02-06 DOI:10.1016/j.yjoc.2025.100095

Jelle Boers , Terra Etty , Martine Baars , Kim van Boekhoven

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Abstract

This study investigated the cognitive strategies employed by dyads when utilizing ChatGPT's examples to generate ideas in creative tasks. Fourteen university students generated ideas for both function-first and form-first creative tasks in interaction with ChatGPT. Their 591 turns were analyzed using both self-reports and coded transcripts to categorize cognitive strategies such as conceptual combination, inspiration, improvement, and repetition. The results indicated that students less frequently employ cognitive strategies focusing on human-AI interaction (e.g., inspiration, improve, combine), but that most of the ideas were produced by repeating ChatGPT's idea. This tendency suggests that, when given freedom, students may rely heavily on AI-generated suggestions rather than actively engaging in more complex cognitive processes. A key practical implication of these findings is the importance of educating students on different cognitive strategies they can adopt in collaboration with AI tools. By guiding students to employ more diverse and active cognitive strategies, ChatGPT has the potential to become a more effective tool for enhancing creative thinking in higher education.

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探索人类与人工智能交互中的认知策略：ChatGPT在创造性任务中的作用

本研究调查了二人组在创造性任务中利用ChatGPT的例子产生想法时所采用的认知策略。14名大学生通过与ChatGPT互动，为功能优先和形式优先的创造性任务提出了想法。研究人员使用自我报告和编码文本分析了他们的591次转身，将概念组合、灵感、改进和重复等认知策略进行了分类。结果表明，学生较少使用专注于人机交互的认知策略（例如，灵感，改进，组合），但大多数想法都是通过重复ChatGPT的想法产生的。这种趋势表明，如果给予自由，学生可能会严重依赖人工智能生成的建议，而不是积极参与更复杂的认知过程。这些发现的一个关键的实际意义是，教育学生在与人工智能工具合作时可以采用的不同认知策略的重要性。通过引导学生使用更多样化和更积极的认知策略，ChatGPT有可能成为高等教育中提高创造性思维的更有效工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Creativity

CiteScore

2.10

自引率

0.00%

发文量