ChatGPT improves creative problem-solving performance in university students: An experimental study

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00584616" target="_blank" >RIV/68081740:_____/24:00584616 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11210/24:10478949 RIV/00216208:11240/24:10478949 RIV/00216208:11320/24:10478949

Result on the web

<a href="https://www.sciencedirect.com/science/article/pii/S0360131524000459?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0360131524000459?via%3Dihub</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.compedu.2024.105031" target="_blank" >10.1016/j.compedu.2024.105031</a>

Result language

angličtina

Original language name

ChatGPT improves creative problem-solving performance in university students: An experimental study

Original language description

University students often employ generative artificial intelligence tools such as ChatGPT in resolution of ill-defined problem-solving tasks. However, the experimental evidence about effects of ChatGPT on complex problem-solving performance is still missing. In this preregistered experiment, the impact of ChatGPT on performance in a complex creative problem-solving task was investigated in 77 university students solving a task with ChatGPT in comparison to 68 students solving a task without it. ChatGPT use significantly improved self-efficacy for task resolution (d = 0.65) and enhanced the quality (d = 0.69), elaboration (d = 0.61), and originality (d = 0.55) of solutions. Moreover, participants with ChatGPT assistance perceived task as easier (d = 0.56) and requiring less mental effort (d = 0.58). However, use of ChatGPT did not make task resolution more interesting (d = 0.08), and the impact of ChatGPT on metacognitive monitoring accuracy was unclear. Although there were no significant differences in absolute accuracy between students solving the task with and without the assistance of ChatGPT, the absence of correlation between self-evaluation judgments and performance suggests that participants struggled to calibrate their self-evaluations when using ChatGPT. Notably, the perceived usefulness of ChatGPT appeared to inform self-evaluation judgments, resulting in higher inaccuracy. The implications for hybrid human-AI regulation (HHAIR) theory are discussed. To regulate effectively, students using AI tools should focus on valid metacognitive cues instead of the perceived ease of ChatGPT-assisted problem-solving.

Czech name

—

Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

<a href="/en/project/GA24-11515S" target="_blank" >GA24-11515S: Learning with ChatGPT: why and how students employ ChatGPT in their school assignments</a><br>

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Computers & Education

ISSN

0360-1315

e-ISSN

1873-782X

Volume of the periodical

215

Issue of the periodical within the volume

červenec

Country of publishing house

US - UNITED STATES

Number of pages

37

Pages from-to

105031

UT code for WoS article

001218625800001

EID of the result in the Scopus database

2-s2.0-85189012818