Enhancing Human-Generative Artificial Intelligence Online Collaboration Outcomes: The Pivotal Function of Symbiotic Role Design.
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| Title: | Enhancing Human-Generative Artificial Intelligence Online Collaboration Outcomes: The Pivotal Function of Symbiotic Role Design. |
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| Authors: | Cheng, Nuo1, Liu, Hongxia1, Xu, Xiaoqing1, Zhao, Wei1, Qiao, Lifang2, Zhang, Guohao3 |
| Source: | International Review of Research in Open & Distributed Learning. May2026, Vol. 27 Issue 2, p46-66. 21p. |
| Subject Terms: | *Collaborative learning, *Cognitive load, Technology Acceptance Model |
| Abstract: | While generative artificial intelligence (GAI) has emerged as a vital support tool for collaborative learning, further exploration is required to achieve effective human-machine symbiosis in online collaborative processes. Grounded in symbiosis theory, our study developed a role-based intervention strategy to empower learners and their artificial intelligence (AI) partners through clearly defined responsibilities and collaborative interaction rules. In a quasi-experimental pretest-posttest design involving 58 graduate students, we employed statistical analyses and lag sequential analysis to evaluate the impact of the role intervention on online collaborative learning. The results indicated that the role design (a) significantly enhanced the quality of collaborative knowledge construction, (b) facilitated transitions among higherorder collaborative behaviors, and (c) improved perceived usefulness and ease of use of GAI among learners, although it also led to a moderate increase in collaborative cognitive load. These findings validated the core value of symbiosis theory-based role design for optimizing human-AI collaboration. Our study offered both a theoretical perspective on human-machine co-development and valuable insights for instructors to integrate AI tools and design more effective online collaborative learning activities. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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