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.
Educational and Psychologica l Measurement 20(1), 37–46 (1960)
1 Pith paper cite this work. Polarity classification is still indexing.
1
Pith paper citing it
citation-role summary
method 1
citation-polarity summary
fields
cs.SI 1years
2026 1verdicts
UNVERDICTED 1roles
method 1polarities
use method 1representative citing papers
citing papers explorer
-
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.