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.
Web -based undergraduate chemistry problem -solving: The interplay of task performance, domain knowledge and web-searching strategies
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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.