Integrating generative AI in knowledge building
Open accessAbstract
Generative artificial intelligence (GenAI) is penetrating in various social sectors, motivating a strong need for teaching AI literacy in younger generations. While substantial efforts have been made to teach AI literacy and to use AI to facilitate learning, few studies have provided empirical accounts of students' nuanced processes of using GenAI for learning. In this study, we engaged a group of high school students in leveraging ChatGPT to support their knowledge building efforts. Following the teacher's pedagogical design, students used ChatGPT for a range of distinct purposes. Student interviews showed detailed processes of using ChatGPT for knowledge building and students' emerging AI literacy in multiple dimensions. This study offers practical implications on integrating GenAI in K-12 education and urges educators to create spaces and scaffolds for students to mindfully engage with GenAI in the classroom.
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Another thread of AI literacy and ethical reasoning examines ownership, data security, and academic integrity in collaborative knowledge-building contexts, responding to challenges in handling multiple viewpoints and academic responsibility.
“Another thread examines ownership, data security, and academic integrity in collaborative knowledge-building contexts, responding to challenges in handling multiple viewpoints and academic responsibility [135,136].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [135]
Studies document limited understanding of model training and datasets, which impairs students' ability to detect errors or deceptive content and leads to weak knowledge/analysis or no significant improvement.
“Studies document limited understanding of model training and datasets [112,122,135,136], which impairs students' ability to detect errors or deceptive content [105,133] and leads to weak knowledge/analysis [109] or no significant improvement [98].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [135]
Over-reliance on AI for brainstorming or direct reuse can dampen originality and depth of creation.
“The deeper consequence is a drag on core capability development: over-reliance on AI for brainstorming or direct reuse can dampen originality and depth of creation [117,135,150]”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [135]
AI fosters generative practices: it supports creative writing, guides user-centered design thinking, enables more autonomous programming, and helps generate arts and history content, encouraging learners to move beyond 'the right answer' toward more original exploration and construction.
“Second, AI fosters generative practices: it supports creative writing [135], guides user-centered design thinking [117], enables more autonomous programming [96], and helps generate arts and history content [72,113], encouraging learners to move beyond 'the right answer' toward more original exploration and construction.”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [135]
The empirical work that exists on disabled students' use of generative AI is contradictory.
“The empirical work that does exist on disabled students' use of generative AI is contradictory.”
From The Use of Generative AI by Students with Disabilities in UK Higher Education: A Mixed-Methods Survey of 125 Students (2025) · cites this paper as Chen and Zhu (2023)
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References 72 · Cited by 159
- Authors
- Chen, B., Zhu, X., & Díaz del Castillo H., F.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- Chen, Bodong
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2023
- Volume
- 5
- Pages
- 100184
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4388599367
- Semantic Scholar
- 07ebf1e98018d286ecf004911fe691d2aa703b76
- Cited by
- 159
- References
- 72
- Citations by year
- 2026: 55 · 2025: 77 · 2024: 26 · 2023: 1
- FWCI
- 37.31
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- OSF Preprints (OSF Preprints) (submittedVersion, cc-by)
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Keywords
- generative AI, ChatGPT, knowledge construction, AI literacy, high school students, K-12 education, AI-assisted learning, student use of AI, scaffolding, instructional design
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