Exploring ChatGPT-Facilitated Scaffolding in Undergraduates' Mathematical Problem Solving

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-23 DOI:10.1111/jcal.70077

Ruijie Zhou, Xiuling He, Qiong Fan, Yangyang Li, Yue Li, Xiong Xiao, Jing Fang

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引用次数: 0

Abstract

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.

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探讨chatgpt在大学生数学解题中的促进作用

ChatGPT是一款基于人工智能的聊天机器人，通过准确解释和响应用户输入来支持学习。尽管它有潜力，但很少有实证研究考察它对大学生数学解决问题过程的影响。本研究旨在引入chatgpt辅助脚手架，以研究其对学生数学问题解决行为、表现和认知的影响。方法29名大学生使用脚手架进行数学问题解决。采用混合方法，结合表现数据、互动分析和自我报告调查来评估学生体验的定量和定性方面。特别是，滞后序列分析被用于探索大学生解决问题的行为模式。结果与结论结果表明，chatgpt辅助的脚手架显著提高了学生的数学问题解决能力。高绩效组（HPG）表现出更频繁的解释和评价活动，从事实表征向元认知表征过渡，而低绩效组（LPG）主要从提示选择向程序表征过渡。此外，大多数参与者对脚手架体验表达了积极的看法，并报告说他们解决问题的能力有所提高。这些发现为在数学问题解决环境中设计和实施人工智能促进的学习活动提供了有价值的见解。

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 Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope