Generative AI Collaboration in the Orchestration of Supervised Classroom Problem Solving

Generative AI has become an all-present tool for high school, vocational, and higher education students. Managing the potential of this AI-driven tool is equally important for teachers, as it facilitates ensuring students use it appropriately. This study centers on gathering data from students’ perspectives and their interactions with a web-based problem-solving classroom orchestration tool augmented with generative AI capabilities. Results show that students see potential in the use of GenAI for various classroom scenarios. They have a clear understanding of how their peers also use these tools and how it affects their learning process, both positively and negatively. The findings also indicate that students’ engagement with AI chatbots integrated into a devoted tool for classroom orchestration enhances their active participation and provides immediate responses to their doubts, in collaboration with teachers who oversee and complement student support during classroom sessions. Additionally, the results highlight the significance of crafting well-formulated prompts to elicit clear and precise responses. Overall, students have positively recognized the utility of the tool for accessing supplementary examples and explanations, which serve as valuable additions to teacher-led orchestration compensating the additional types of teacher supervision needs (e.g. prompts).