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

被引：108

作者：

Urban, Marek ^{[1
]}

Dechterenko, Filip ^{[1
,2
]}

Lukavsky, Jiri ^{[1
,2
]}

Hrabalova, Veronika ^{[2
]}

Svacha, Filip ^{[3
]}

Brom, Cyril ^{[4
]}

Urban, Kamila ^{[5
]}

机构：

[1] Czech Acad Sci, Inst Psychol, Hybernska 8, Prague 11000 1, Czech Republic

[2] Charles Univ Prague, Fac Arts, Nam J Palacha 1-2, Prague 11638, Czech Republic

[3] Charles Univ Prague, Fac Humanities, Patkova 2137-5, Prague 18200, Czech Republic

[4] Charles Univ Prague, Fac Math & Phys, V Holesovickach 747-2, Prague, Czech Republic

[5] Slovak Acad Sci, Inst Res Social Commun, Dubravska Cesta 9, Bratislava 84511, Slovakia

来源：

COMPUTERS & EDUCATION | 2024年 / 215卷

关键词：

Generative AI; ChatGPT; Creativity; Metacognitive monitoring; Metacognitive experiences; Ill-defined problem -solving task; SELF-EFFICACY; ANTECEDENTS; MOTIVATION;

D O I：

10.1016/j.compedu.2024.105031

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

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.

引用

页数：15

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