Human–Machine Cocreation: The Effects of ChatGPT on Students’ Learning Performance, AI Awareness, Critical Thinking, and Cognitive Load in a STEM Course Toward Entrepreneurship

IF 2.9 3区教育学 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

IEEE Transactions on Learning Technologies Pub Date : 2025-03-26 DOI:10.1109/TLT.2025.3554584

Yu Ji;Zehui Zhan;Tingting Li;Xuanxuan Zou;Siyuan Lyu

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引用次数: 0

Abstract

The advent of generative artificial intelligence (GAI), exemplified by ChatGPT, has introduced both new opportunities and challenges in science, technology, engineering, and mathematics (STEM) and entrepreneurship education. This exploratory quasi-experimental study examined the effects of ChatGPT-assisted collaborative learning (CCL) on students’ learning performance, artificial intelligence (AI) awareness, critical thinking, and cognitive load. A total of 36 sophomore undergraduates participated in an eight-week instructional experiment, dedicating 3 h per week to applying STEM and entrepreneurship knowledge in the creation of cultural products. The experimental group (N = 21) participated in CCL, while the control group (N = 15) engaged in non-ChatGPT-assisted collaborative learning (NCCL). The results indicated that the CCL group outperformed the NCCL group in terms of learning performance, AI awareness, and cognitive load, while the NCCL group excelled in critical thinking. The findings confirm that ChatGPT offers significant potential and advantages in addressing complex problems within group collaboration and stimulating group creativity, providing new insights into fostering students’ entrepreneurial spirit and skills. However, overreliance on and misuse of ChatGPT may hinder student learning outcomes. Future research should focus on the cocreative problem-solving mechanisms between humans and machines in entrepreneurial education, particularly the interplay of knowledge, thinking, emotions, and actions in collaborative processes involving GAI.

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人机共同创造：ChatGPT对STEM创业课程中学生学习表现、人工智能意识、批判性思维和认知负荷的影响

以ChatGPT为代表的生成式人工智能（GAI）的出现，为科学、技术、工程和数学（STEM）以及创业教育带来了新的机遇和挑战。本研究旨在探讨chatgpt辅助协作学习（CCL）对学生学习成绩、人工智能（AI）意识、批判性思维和认知负荷的影响。共有36名大二本科生参加了为期8周的教学实验，每周花3小时将STEM和创业知识应用于文化产品的创作。实验组（N = 21）参与CCL，对照组（N = 15）参与非chatgpt辅助的协作学习（NCCL）。结果表明，CCL组在学习表现、人工智能意识和认知负荷方面优于NCCL组，而NCCL组在批判性思维方面优于NCCL组。研究结果证实，ChatGPT在解决团队合作中的复杂问题和激发团队创造力方面具有巨大的潜力和优势，为培养学生的创业精神和技能提供了新的见解。然而，过度依赖和滥用ChatGPT可能会阻碍学生的学习成果。未来的研究应该集中在创业教育中人与机器之间的共同创造性问题解决机制，特别是在涉及GAI的协作过程中知识、思维、情感和行动的相互作用。

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

IEEE Transactions on Learning Technologies COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

7.50

自引率

5.40%

发文量

审稿时长

>12 weeks

期刊介绍： The IEEE Transactions on Learning Technologies covers all advances in learning technologies and their applications, including but not limited to the following topics: innovative online learning systems; intelligent tutors; educational games; simulation systems for education and training; collaborative learning tools; learning with mobile devices; wearable devices and interfaces for learning; personalized and adaptive learning systems; tools for formative and summative assessment; tools for learning analytics and educational data mining; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring; learning via computer-mediated inquiry, field, and lab work; social learning techniques; social networks and infrastructures for learning and knowledge sharing; and creation and management of learning objects.