Pedagogy-informed custom GAI chatbots using Socratic questioning increase students' cognitive engagement and interaction diversity during science problem-solving relative to general-purpose chatbots, without improving solution quality.
Gašević, D.: Beware of metacog- nitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance
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Comparing the Impact of Pedagogy-Informed Custom and General-Purpose GAI Chatbots on Students' Science Problem-Solving Processes and Performance Using Heterogeneous Interaction Network Analysis
Pedagogy-informed custom GAI chatbots using Socratic questioning increase students' cognitive engagement and interaction diversity during science problem-solving relative to general-purpose chatbots, without improving solution quality.