Can ChatGPT Enhance Classroom Interactional Justice? Experimental Evidence From China (Poster 36)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Artificial Intelligence in Education and Learning Technologies

Abstract

This paper aims to explore the effectiveness of ChatGPT in enhancing classroom interactional justice. Twenty Chinese students participated in this experiment. They studied in two different learning environments, one is a traditional learning environment with one teacher and twenty students (teacher group), and the other is each student using ChatGPT for learning (ChatGPT group). We collected data on students’ perceptions of interactional justice, opportunity justice (including the frequency and content of interactions), and task scores. Results indicate that while teacher group perceived higher interactional justice, ChatGPT group experienced more frequent and substantial interactions, which gained more significant opportunities justice and task scores. These results underscore the potential of ChatGPT to enhance classroom justice, particularly in promoting equal opportunities for students.

Authors

• Yihe Gao, East China Normal University

• Xin Liu, East China Normal University

• Xiaozhe Yang, East China Normal University