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The growing popularity of generative AI, particularly ChatGPT, has sparked both enthusiasm and caution among practitioners and researchers in education. To effectively harness the full potential of ChatGPT in educational contexts, it is crucial to analyze its impact and suitability for different educational purposes. This paper takes an initial step in exploring the applicability of ChatGPT in a computer-supported collaborative learning (CSCL) environment. Using statistical analysis, we validate the shifts in student interactions during an asynchronous group brainstorming session by introducing ChatGPT as an instantaneous question-answering agent.
Kim et al. (2024) studied this question.