Explore Preservice Teachers’ Collaborative Knowledge Construction Mediated by ChatGPT in a Learning Community: A Pilot Study

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Learning Sciences Virtual Poster Session

Abstract

This pilot quasi-experimental study investigates the effect of ChatGPT on pre-service teachers’ collaborative knowledge construction in learning communities. 48 pre-service teachers from Eastern China were equally divided into experimental (EC) and control (CC) conditions. Both groups consisting of three-person participated in a professional learning program involving collaborative reviewing and revising of lesson plans. The EC group was supported by ChatGPT, while the CC group was not. Lag Sequential Analysis indicated that ChatGPT positively impacted collaborative knowledge construction by facilitating richer and deeper social interaction. It added significant value for participant with high prior knowledge. These findings highlight ChatGPT's potential to enhance professional learning and provide practical guidance for designing adaptive ChatGPT-based support to promote collaborative knowledge construction in learning communities.

Authors

• Huiying Cai, Jiangnan University

• Bing Han, Jiangnan University

• Jiayue Sun, Jiangnan University