Beyond Information Retrieval: Generative AI as an Epistemic Arbiter to Enhance Collaborative Problem-Solving

Abstract

Generative AI (GAI) creates new opportunities for collaborative problem-solving (CPS), yet its role in shaping student interaction remains unclear. To address this gap, we conducted a six-week quasi-experimental study with 201 fifth-grade students in two conditions: with and without GAI. Chi-square analysis showed significant differences in CPS behavior distributions between groups. Compared with the control group, the GAI-supported group demonstrated more social behaviors, particularly engagement and conflict management, but less frequent cognitive behaviors such as task planning and solution reasoning. Lag sequential analysis further revealed distinct interaction patterns: while the control group followed a more conventional transition from listening to planning, the GAI group showed a robust pathway from task planning to conflict management to solution reasoning. Thematic analysis of AI interaction logs suggested that students used GAI as an epistemic arbiter, drawing on AI-generated facts and visualizations to resolve disagreements constructively. These findings suggest that GAI reshapes CPS by mediating the transition from social conflict to collaborative reasoning.