An ICAP-informed rubric for analyzing students' questions to generative AI: engagement patterns and dynamics exploration
INTERACTIVE LEARNING ENVIRONMENTS, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10494820.2026.2702559
- Dergi Adı: INTERACTIVE LEARNING ENVIRONMENTS
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Aerospace Database, Agricultural & Environmental Science Database, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Communication Source (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Technology Collection (ProQuest)
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
As generative AI (genAI) tools such as ChatGPT become increasingly integrated into education, understanding how students use them to support learning is essential. This study examines undergraduate students' questioning strategies when interacting with ChatGPT to review incorrect answers from a biology exam. Drawing on the ICAP (Interactive, Constructive, Active, Passive) framework, a rubric was developed to assess the cognitive level of student inquiry. A total of 784 student-chatbot interactions were categorized into ICAP modes in order to examine patterns in question types and their association with conversation length, student performance, and the instructional quality of ChatGPT's responses. Findings revealed that most questions were passive or active, whereas constructive and interactive questions emerged more frequently in longer, multi-turn conversations. Higher-performing students posed more constructive questions and exhibited more productive transitions between question types, whereas lower-performing students tended to remain in passive inquiry. ChatGPT's responses were rated highly in accuracy but varied in instructional helpfulness, with longer conversations generally yielding more helpful responses. This study underscores the importance of supporting students in asking generative questions in order to maximize the pedagogical value of genAI tools, and contributes to ongoing conversations about cultivating productive human-AI dialogue. Instructional and design implications are discussed.