Использование генеративного искусственного интеллекта в качестве инструмента поддержки при выполнении групповых заданий: правило светофора

Педагогика и психология образования. 2025. № 4. С. 100–120.

Korchak A., Костли Д., Kapuza A.

With the active introduction of generative artificial intelligence (Gen-AI) into the educational environment, students are becoming increasingly interested in this technology as a source of support for completing assignments. Formally, this support resembles pedagogical support, but in essence remains instrumental. The aim of this study was to identify the types of instrumental support that students use when completing group tasks with unregulated use of Gen-AI. The study involved 87 students from the Faculty of Education at the Arab University, who worked in groups to create a curriculum. Through analysis of students’ essays, chat logs, and written assignments, it was found that excessive instrumental support is prevalent and can be into extreme, isolated, and distributed. An analysis of the redistribution of Gen-AI support in groups revealed that it can indeed be divided among group members, leaving open the possibility of meaningful learning. The results obtained allow us to refine our understanding of L.S. Vygotsky’s sociocultural theory in the context of collaborative learning with the use of Gen-AI.

Keywords: collaborative learning, pedagogical support, организация образовательного процесса, organization of the educational process, генеративный искусственный интеллект, совместное обучение, generative artificial intelligence, student learning activity, педагогическая поддержка, учебная активность обучающихся

Publication based on the results of: Using digital traces to study learners' behavioral strategies (2025)