Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving

Abstract This study explores the effectiveness of chatbots empowered by generative artificial intelligence (GAI) in assisting university students’ creative problem-solving (CPS). We used quasi-experiments to compare the performance of dialogue dynamics, learner perceptions, and practical competencies in CPS during students’ interactions with: (1) a GAI chatbot, and (2) their peers. In total, 80 postgraduate students participated. The assigned CPS task was the creation of an innovative research proposal. We found that there were significant differences in the dialogic exchanges observed between the two types of interaction. Student-GAI chatbot interactions featured more knowledge-based dialogue and elaborate…