Investigating the Role of ChatGPT in Supporting Metacognitive Processes
We present the results of a study that delves into the potential role of generative AI GPT–4 in assisting students' metacognitive activities during problem-solving. The study analyzes students' interactions with GPT–4 based on the theoretical framework comprising utilisation schemes within instrumental genesis, metacognitive activity construct, and Model of Aware and Effective Attitudes and Behaviours. The analysis conducted showcases how ChatGPT's tutoring approach supports students' metacognitive processes, demonstrating how students utilize ChatGPT to engage in problem-solving by creating specific initial utilisation schemes.
This research carries both practical and theoretical implications. It sheds light on different categories of students' approaches to leveraging ChatGPT's scaffolding of metacognitive processes in problem-solving, which could aid in designing teaching interventions to foster critical and reflective mathematical thinking. Furthermore, the study emphasizes the necessity to enhance the model for analyzing interactions between human users and digital environments to accommodate the complexity introduced by generative AI technologies.
References
- GPT–4 technical report
- Intelligent tutoring systems: A comprehensive historical survey with recent developments
- A model for analysing algebraic processes of thinking
- Transformation and anticipation as key processes in algebraic problem solving
- Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics!
