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ChatGPT improves creative problem-solving performance in university students: An experimental study
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SYSNO ASEP 0584616 Document Type J - Journal Article R&D Document Type The record was not marked in the RIV Subsidiary J Článek ve WOS Title ChatGPT improves creative problem-solving performance in university students: An experimental study Author(s) Urban, Marek (PSU-E) ORCID, SAI, RID
Děchtěrenko, Filip (PSU-E) RID, ORCID, SAI
Lukavský, Jiří (PSU-E) RID, ORCID, SAI
Hrabalová, V. (CZ)
Švácha, F. (CZ)
Brom, C. (CZ)
Urban, K. (SK)Article number 105031 Source Title Computers & Education. - : Elsevier - ISSN 0360-1315
Roč. 215, červenec (2024)Number of pages 37 s. Publication form Print - P Language eng - English Country US - United States Keywords generative AI ; ChatGPT ; creativity ; metacognitive monitoring ; metacognitive experiences ; ill-defined problem-solving task Subject RIV AN - Psychology OECD category Psychology (including human - machine relations) R&D Projects GA24-11515S GA ČR - Czech Science Foundation (CSF) Method of publishing Limited access Institutional support PSU-E - RVO:68081740 UT WOS 001218625800001 EID SCOPUS 85189012818 DOI 10.1016/j.compedu.2024.105031 Annotation 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. Workplace Institute of Psychology Contact Štěpánka Halamová, Halamova@praha.psu.cas.cz, Tel.: 222 222 096 Year of Publishing 2025 Electronic address https://www.sciencedirect.com/science/article/pii/S0360131524000459?utm_campaign=STMJ_219742_AUTH_SERV_PA&utm_medium=email&utm_acid=107845242&SIS_ID=&dgcid=STMJ_219742_AUTH_SERV_PA&CMX_ID=&utm_in=DM458849&utm_source=AC_
Number of the records: 1