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Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion

https://doi.org/10.1111/bjet.13605
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/s10956-020-09884-yopenalex-snapshot
Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria
inferredcites →https://doi.org/10.1007/s11412-016-9233-7openalex-snapshot
Cultural ways of constructing knowledge: the role of identities in online group discussions
inferredcites →https://doi.org/10.1016/j.chb.2020.106582openalex-snapshot
Exploring the relationship between social presence and learners’ prestige in MOOC discussion forums using automated content analysis and social network analysis
inferredcites →https://doi.org/10.1016/j.compedu.2013.07.008openalex-snapshot
A concept map-embedded educational computer game for improving students' learning performance in natural science courses
inferredcites →https://doi.org/10.1016/j.compedu.2020.104041openalex-snapshot
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation
inferredcites →https://doi.org/10.1016/j.edurev.2021.100416openalex-snapshot
A review of feedback models and typologies: Towards an integrative model of feedback elements
inferredcites →https://doi.org/10.1016/j.edurev.2024.100616openalex-snapshot
AI-driven learning analytics applications and tools in computer-supported collaborative learning: A systematic review
inferredcites →https://doi.org/10.1016/j.iheduc.2012.03.001openalex-snapshot
From ‘hello’ to higher-order thinking: The effect of coaching and feedback on online chats
inferredcites →https://doi.org/10.1016/j.learninstruc.2016.01.008openalex-snapshot
The Math and Science Engagement Scales: Scale development, validation, and psychometric properties
inferredcites →https://doi.org/10.1037/0022-3514.54.6.1063openalex-snapshot
Development and validation of brief measures of positive and negative affect: The PANAS scales.
inferredcites →https://doi.org/10.1080/01443410.2025.2489784openalex-snapshot
Exploring the impact of GAI-assisted feedback on pre-service teachers’ situational engagement and performance in inquiry-based online discussion
inferredcites →https://doi.org/10.1080/0144929x.2024.2394886openalex-snapshot
The promise and challenges of generative AI in education
inferredcites →https://doi.org/10.1080/02602938.2018.1467877openalex-snapshot
What makes for effective feedback: staff and student perspectives
inferredcites →https://doi.org/10.1080/02602938.2020.1786497openalex-snapshot
A collaborative learning approach to dialogic peer feedback: a theoretical framework
inferredcites →https://doi.org/10.1080/08923640109527071openalex-snapshot
Critical thinking, cognitive presence, and computer conferencing in distance education
inferredcites →https://doi.org/10.1080/10494820.2023.2253858openalex-snapshot
The opportunities and challenges of ChatGPT in education
inferredcites →https://doi.org/10.1080/10508406.2021.1964506openalex-snapshot
Enriching problem-solving followed by instruction with explanatory accounts of emotions
inferredcites →https://doi.org/10.1080/13562517.2012.719154openalex-snapshot
The feedback triangle and the enhancement of dialogic feedback processes
inferredcites →https://doi.org/10.1080/13803611.2013.834613openalex-snapshot
When mode does not matter: evaluation in class versus out of class
inferredcites →https://doi.org/10.1080/19312450709336664openalex-snapshot
Answering the Call for a Standard Reliability Measure for Coding Data
inferredcites →https://doi.org/10.1097/01.nep.0000000000001018openalex-snapshot
Transforming Clinical Education During a Global Pandemic: Building New Approaches to Clinical Education
inferredcites →https://doi.org/10.1111/bjet.12653openalex-snapshot
Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC
inferredcites →https://doi.org/10.1111/bjet.12948openalex-snapshot
Gamification of in‐class activities in flipped classroom lectures
inferredcites →https://doi.org/10.1111/bjet.13156openalex-snapshot
Effects of a learning analytics‐based real‐time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL
inferredcites →https://doi.org/10.1111/bjet.13285openalex-snapshot
Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis
inferredcites →https://doi.org/10.1111/bjet.13350openalex-snapshot
The effects of instructor participation in asynchronous online discussions on student performance: A systematic review
inferredcites →https://doi.org/10.1111/bjet.13370openalex-snapshot
Practical and ethical challenges of large language models in education: A systematic scoping review
inferredcites →https://doi.org/10.1111/bjet.13441openalex-snapshot
Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking
inferredcites →https://doi.org/10.1111/bjet.13498openalex-snapshot
Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning
inferredcites →https://doi.org/10.1111/bjet.13540openalex-snapshot
Using AI ‐supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays
inferredcites →https://doi.org/10.1111/bjet.13559openalex-snapshot
Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video‐based online learning
inferredcites →https://doi.org/10.1111/jcal.12158openalex-snapshot
Emotions and multimedia learning: the moderating role of learner characteristics
inferredcites →https://doi.org/10.1111/jcal.12959openalex-snapshot
Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking
inferredcites →https://doi.org/10.1155/2023/4253331openalex-snapshot
AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools
inferredcites →https://doi.org/10.1177/07356331211030847openalex-snapshot
Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building
inferredcites →https://doi.org/10.1186/s41239-016-0017-yopenalex-snapshot
Written peer-feedback to enhance students’ current and future learning
inferredcites →https://doi.org/10.1186/s41239-022-00368-0openalex-snapshot
Impact of combining human and analytics feedback on students’ engagement with, and performance in, reflective writing tasks
inferredcites →https://doi.org/10.1186/s41239-022-00372-4openalex-snapshot
Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course
inferredcites →https://doi.org/10.1186/s41239-023-00411-8openalex-snapshot
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education
inferredcites →https://doi.org/10.1186/s41239-023-00434-1openalex-snapshot
Students’ perceptions of using ChatGPT in a physics class as a virtual tutor
inferredcites →https://doi.org/10.12973/eu-jer.9.2.569openalex-snapshot
The Effect of the Community of Inquiry (CoI) Learning Model and Learning Style towards Social Skills
inferredcites →https://doi.org/10.14742/ajet.5977openalex-snapshot
Towards faster feedback in higher education through digitally mediated dialogic loops
inferredcites →https://doi.org/10.14742/ajet.8902openalex-snapshot
Race with the machines: Assessing the capability of generative AI in solving authentic assessments
inferredcites →https://doi.org/10.14742/ajet.8903openalex-snapshot
Making sense of student feedback and engagement using artificial intelligence
inferredcites →https://doi.org/10.18608/jla.2017.43.7openalex-snapshot
In Search of Conversational Grain Size: Modeling Semantic Structure using Moving Stanza Windows
inferredcites →https://doi.org/10.19173/irrodl.v11i3.915openalex-snapshot
Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach
inferredcites →https://doi.org/10.19173/irrodl.v12i5.924openalex-snapshot
Social presence within the community of inquiry framework
inferredcites →https://doi.org/10.19173/irrodl.v20i5.3985openalex-snapshot
Designing a Community of Inquiry in Online Courses
inferredcites →https://doi.org/10.23919/jsc.2023.0007openalex-snapshot
Prediction of Academic Performance of Students in Online Live Classroom Interactions—An Analysis Using Natural Language Processing and Deep Learning Methods
inferredcites →https://doi.org/10.24059/olj.v11i4.1714openalex-snapshot
COMMUNITY OF INQUIRY AND LEARNING IN IMMERSIVE ENVIRONMENTS
inferredcites →https://doi.org/10.24059/olj.v26i1.2604openalex-snapshot
A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments
inferredcites →https://doi.org/10.24059/olj.v26i1.3023openalex-snapshot
Shared Metacognition in a Community of Inquiry
inferredcites →https://doi.org/10.3102/0034654307313795openalex-snapshot
Focus on Formative Feedback
inferredcites →https://doi.org/10.3389/fpsyg.2019.02820openalex-snapshot
The Interaction Between Text Modality and the Learner’s Modality Preference Influences Comprehension and Cognitive Load
inferredcites →https://doi.org/10.33902/jpr.2021371365openalex-snapshot
Effectiveness of community of inquiry based online course: Cognitive, social and teaching presence
inferredcites →https://doi.org/10.58459/rptel.2024.19023openalex-snapshot
AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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AI-Based Science Assessment: Potential Pitfalls and Responsible and Ethical Practices
inferred← citeshttps://doi.org/10.1007/978-3-032-24819-0_14openalex-snapshot
Generative AI in Adult Online Learning: A Systematic Review of Current Research and Practice
inferred← citeshttps://doi.org/10.1007/978-3-032-24819-0_6openalex-snapshot
Human-Centered Approaches to Generative AI in Education
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Deciphering How GenAI Shapes Engagement Profiles in Collaborative Inquiry by Movement Analysis
inferred← citeshttps://doi.org/10.1007/978-3-032-29794-5_67openalex-snapshot
Contingent Support with LLM-Based Scaffolding for Collaborative Problem Solving in an Inquiry-Based Game Environment
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Flipping the switch: how artificial intelligence learning companions in flipped classrooms enhance students’ computational thinking
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Effects of GAI-supported scenario inquiry-based learning in multiplayer VR on pre-service teachers’ instructional design skills
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When Machines Stir Our Conscience – How Conversational Agents Trigger Negative Moral Emotions and the Use of the Macbeth Effect for Counteraction
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Bibliometric mapping of generative artificial intelligence research in higher education using VOSviewer and CiteSpace
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A critical review and actionable framework for integrating generative AI into teacher professional development
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Empowering university teachers in higher education: A generative AI-responsive competency framework
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Artificial intelligence agents in computer-supported collaborative learning: A systematic literature review
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Reconceptualizing community of inquiry in the age of generative artificial intelligence
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The association between groups' interactions with the Visual-GenAI learning analytics feedback and student engagement in CSCL
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RETRACTED: Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC
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Adaptive vs. planned metacognitive scaffolding for computational thinking: Evidence from generative AI-supported programming in elementary education
inferred← citeshttps://doi.org/10.1016/j.compedu.2025.105513openalex-snapshot
Community of inquiry in motion: Modeling inquiry dynamics with movement analysis (MOVA)
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105572openalex-snapshot
A comparative study of expert, AI, and no external feedback on mathematics teacher learning outcomes in reflective practice
inferred← citeshttps://doi.org/10.1016/j.compedu.2026.105707openalex-snapshot
A community of inquiry perspective on human–AI co-facilitation within micro-blended learning
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Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness
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Exploring pre-service teachers’ AI ethics and application strategies in a generative AI-supported knowledge-building community
inferred← citeshttps://doi.org/10.1080/10494820.2026.2734314openalex-snapshot
Unlocking literacy with AI: ChatGPT-supported morphological awareness for word reading and reading comprehension of Turkish second-graders
inferred← citeshttps://doi.org/10.1080/14783363.2026.2637444openalex-snapshot
A framework for human-AI collaborative mentoring to develop interns' management skills: mentoring-enabled experiential learning theory
inferred← citeshttps://doi.org/10.1109/cste69562.2026.11649709openalex-snapshot
Examining the Effects of a Large Language Model–Based Cognitive Feedback Agent on Preservice Teachers' Collaborative Design Learning
inferred← citeshttps://doi.org/10.1109/ieir67391.2025.11491262openalex-snapshot
A Study on the Differential Analysis of Learners' Cognitive Strategies in GAI-Supported Learning Peer Online Collaborative Discussions
inferred← citeshttps://doi.org/10.1109/tale66047.2025.11346681openalex-snapshot
Mapping the Horizon: A Scoping Review of Generative AI in Collaborative Learning
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Beyond efficiency: Empirical insights on generative AI 's impact on cognition, metacognition and epistemic agency in learning
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When machines join the moral circle: The persona effect of generative AI agents in collaborative reasoning
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Unpacking student interactions in GenAI ‐assisted social annotation: An epistemic network analysis of cognitive and social presence
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A helping hand or a dominant partner? Individual perceptions of GenAI reliance and human agency in collaborative learning
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Leveraging Network Analytics to Examine the Impact of Generative Artificial Intelligence-Assisted Feedback on Inquiry-Based Discussion
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From AI-Generated Answers to Collaborative Inquiry: How Socratic Questioning Scaffolds Reorganize Peer Dialogic Feedback in GenAI-Supported Learning
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The AI-powered co-inquirer: a systematic review of ChatGPT for inquiry-based learning in STEAM education
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Navigating AI feedback: Changing perceptions and argumentation skills in science teacher education
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