Список литературы

2313-8971

Research result. Pedagogy and Psychology of Education

2313-8971

10.18413/2313-8971-2026-12-1-0-2

4068

PEDAGOGICS

<strong>Foreign experience in studying the interaction of students with generative artificial intelligence: approaches and methods</strong>

Gnedykh

Daria Sergeevna

Gnedykh

Daria Sergeevna

d.gnedyh@spbu.ru

St. Petersburg State University

2026

12100

Introduction. The integration of generative artificial intelligence (GenAI) into all spheres of human activity, including education, is becoming inevitable. In this regard, it is relevant to study the process of individual interaction with GenAI in order to develop the most effective strategies for such cooperation. Thus, at the moment, one of the priority tasks is to determine the methodology and methods for studying the process of human-GenAI interaction. The purpose of the study is to analyze foreign scientific articles aimed at identifying methods for studying the interaction of students with generative artificial intelligence. Materials and methods. To achieve the purpose of the study, bibliometric analysis was carried out, as well as an analytical review of foreign articles dedicated to the study of students-GenAI interaction. Results. It was revealed that the investigation of students-GenAI interaction is organized through the analysis of both quantitative and qualitative data collected during empirical, experimental and quasi-experimental studies. Four groups of parameters and criteria for evaluating such interaction were identified: technical, psychological, social, and academic. The subject of analysis in the texts of dialogues between students and GenAI are such parameters as the characteristics of prompts (complexity, structure, type), prompt-engineering strategies, the context of interaction, as well as the relevance of GenAI responses to student requests. Conclusion. The results can be useful to specialists in the field of education for organizing research on the interaction of students with GenAI. Studying the characteristics and features of such interaction can help in developing strategies for psychological and pedagogical support aimed at reducing its undesirable impact not only on the learning process and academic outcomes, but also on students’ personality.

generative artificial intelligenceinteraction with generative artificial intelligencestudentsmethods of interaction assessment

Список литературы

Gnedykh, D.S., Bordovskaia, N.V., Koshkina, E.A., Posokhova, S.T., Khromova M.A. and Iskhakova, M.P. (2025), “Development of students’ subjectivity through interaction with generative artificial intelligence: a systematic review of scientific concepts”, The Education and Science Journal, 27(8), 9-34. DOI:10.17853/1994-5639-2025-8-9-34. (In Russian).

Ivanova, A.S., Savchenko, U.A., Feshchenko, A.V. and Chechikhina, A.N. (2025), “The potential of artificial intelligence in the context of collaborative pedagogy”, Tomsk State University Journal, 514, 151-158. DOI: 10.17223/15617793/514/17. (In Russian).

Nosulenko, V.N. (2021), “Integration issues of qualitative and quantitative methods in psychological research”, Experimental Psychology (Russia), 14(3), 4-16. DOI: https://doi.org/10.17759/exppsy.2021140301. (In Russian).

Reztsov, S.M. (2025), “Comparative analysis of language models in unstructured data processing: a case study of DeepSeek and GigaChat”, The paradigm, 5(2), 200-204. (In Russian)

Alafnan, M.A., Dishari, S. and MohdZuki, S.F. (2024), “Developing soft skills in the artificial intelligence era: communication, business writing, and composition skills”, Journal of Artificial Intelligence and Technology, 4(4), 305-317. DOI: 10.37965/jait.2024.0496. (In USA).

Andewi, W., Waziana, W., Wibisono, D., Putra, K.A., Hastomo, T. and Oktarin, I.B. (2025), “From prompting to proficiency: a mixed-methods analysis of prompting with ChatGPT versus lecturer interaction in an EFL classroom”, Journal of Studies in the English Language, 20(2), 210-238. DOI: 10.64731/jsel.v20i2.282318. (In Thailand).

Belda-Medina, J. and Koko&scaron;ková, V. (2023), “Integrating chatbots in education: insights from the Chatbot-Human Interaction Satisfaction Model (CHISM)”, International Journal of Educational Technology in Higher Education, 20, 1-20. DOI: 10.1186/s41239-023-00432-3. (In Netherlands).

Farhat, T., Ali, M., Batool, M., Nagal, C.J.C. and Ahmad, R. (2025), “Artificial intelligence in education: enhancing student engagement and academic success”, Research Journal for Social Affairs, 03(06), 419-433. DOI: 10.71317/RJSA.003.06.0469.

Gabrov&scaron;ek, R. and Rihtar&scaron;ič, D. (2025), “Custom generative artificial intelligence tutors in action: an experimental evaluation of prompt strategies in STEM education”, Sustainability, 17, 1-20. DOI: 10.3390/su17219508. (In Switzerland).

Gelo, O., Braakmann, D. and Benetka, G. (2008), “Quantitative and qualitative research: beyond the debate”, Integrative Psychological and Behavioral Science, 42, 266-290. DOI: 10.1007/s12124-008-9078-3. (In USA).

Gökçearslan, S., Tosun, C. amd Erdemir, Z.G. (2024), “Benefits, challenges, and methods of Artificial Intelligence (AI) chatbots in education: A systematic literature review”, International Journal of Technology in Education (IJTE), 7(1), 19-39. DOI: 10.46328/ijte.600. (In USA).

Guan, L., Lee, J.C.-K., Zhang, Y. and Gu, M.M. (2025), “Investigating the tripartite interaction among teachers, students, and generative AI in EFL education: A mixed-methods study”, Computers and Education: Artificial Intelligence, 8, 1-10. DOI: 10.1016/j.caeai.2025.100384. (In Netherlands).

Hwang, G.J. and Chang, C.Y. (2021), “A review of opportunities and challenges of chatbots in education”, Interactive Learning Environments, 31(7), 4099-4112. DOI: 10.1080/10494820.2021.1952615. (In UK).

Ismail, I.A. and Abuhamda, E. (2021), “Understanding quantitative and qualitative research methods: A theoretical perspective for young researchers”, International Journal of Research, 8(2), 71-87. DOI: 10.2501/IJMR-201-5-070. (In India).

Jony, A.I. and Hamim, S.A. (2024), “Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education”, Educational Technology Quarterly [Online], 3, 337-359. DOI: 10.55056/etq.746. (In Ukraine).

Klar, M. (2025), “Using ChatGPT is easy, using it effectively is tough? A mixed methods study on K-12 students’ perceptions, interaction patterns, and support for learning with generative AI chatbots”, Smart Learning Environments, 12, 1-19. DOI: 10.1186/s40561-025-00385-2. (In UK).

Lim, W.M., Gunasekara, A., Pallant, J.L., Pallant, J.I. and Pechenkina, E. (2023), “Generative AI and the future of education: ragnarök or reformation? A paradoxical perspective from management educators”, The International Journal of Management Education, 21(2), 1-13. DOI: 10.1016/j.ijme.2023.100790. (In Netherlands).

Li, Y., Zhou, X., Yin, H.b. and Chiu, T.K.F. (2025), “Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review”, Smart Learning Environments, 12, 1-23. DOI: 10.1186/s40561-025-00379-0. (In UK).

Li, Z. and Zhu, Y. (2025), “Fostering deep belonging through culturally-responsive AI mentorship agents: an identity-affirming framework for educational support”, Journal of Computer Technology and Applied Mathematics, 2(6), 31-43. DOI: 10.70393/6a6374616d.333334. (In Netherlands).

Martin-Moncunill, D. and Martinez, D.A. (2025), “Students’ trust in AI and their verification strategies: a case study at Camilo José Cela University”, Education Sciences, 15(10), 1-16. DOI: 10.3390/educsci15101307. (In Switzerland).

Munawwarah, M., Alqadri, Z. and Zubair, S. (2025), “Exploring students' perspectives on the integration of AI in chemistry learning processes: opportunities and challenges”, Asian Journal of Science Education, 7(1), 76-83. DOI: 10.24815/ajse.v6i2.43492. (In Indonesia).

Muthmainnah, Ibna Seraj P.M. and Oteir, I. (2022), “Playing with AI to investigate human-computer interaction technology and improving critical thinking skills to pursue 21st century age”, Education Research International, 1, 1-17. DOI: 10.1155/2022/6468995. (In UK).

Naseer, F. and Khawaja, S. (2025), “Mitigating conceptual learning gaps in mixed-ability classrooms: a learning analytics-based evaluation of AI-driven adaptive feedback for struggling learners”, Applied Sciences, 15, 1-29. DOI: https://doi.org/10.3390/ app15084473. (In Switzerland).

Okubo, Y. (1997), Bibliometric indicators and analysis of research systems: methods and examples, Paris: Science, Technology and Industry Working Papers, OECD Publishing. DOI: 10.1787/208277770603.

Nurbaeva, A., Utebayev, N., Mukhanbetkali, A., Zakirova, S. and Bozhbanova, M. (2025), “Organization of interdisciplinary integration in geography lessons using ChatGPT and digital technologies in shaping students’ environmental culture”, International Journal of Innovative Research and Scientific Studies, 8(6), 990-1001. DOI: 10.53894/ijirss.v8i6.9778. (In USA).

Putra, I.K.A., Santosa, M.H. and Indrayani, L. (2025), “ChatGPT in English language learning: user experience and enjoyment among students and teacher”, Journal of Educational Study, 5(1), 31-46. DOI: 10.36663/joes.v5i1.973. (In Romania).

Ramadana, M.R., Ulfa, S. and Soepriyanto, Y. (2025), “Analyzing student cognitive engagement in AI-based learning using prompting techniques”, Indonesian Journal of Artificial Intelligence and Data Mining, 8(2), 326-336. DOI: 10.24014/ijaidm.v8i2.36160. (In Indonesia).

Saha, S. (2025), “The role of AI-powered chatbots in reducing student anxiety in online learning environments”, International Journal for Research in Applied Science & Engineering Technology, 13(3), 155-162. DOI: 10.22214/ijraset.2025.67066. (In India).

Sarwar, A. and Khan, M. (2025), “The role of AI in shaping passive learning behaviour: A Vygotskian perspective from Pakistani students”, Social Sciences & Humanity Research Review, 3(4), 426-441. DOI: 10.63468/sshrr.150. (In India).

Shiffman, S., Stone, A.A. and Hufford, M.R. (2008), “Ecological momentary assessment”, Annual Review of Clinical Psychology, 4, 1-32. DOI: 10.1146/annurev.clinpsy.3.022806.091415. (In USA).

Slijepcevic, N. and Yaylali, A. (2025), “Leveraging “Khanmigo” generative AI-powered tool for personalized tutoring to learn scientific concepts”, Journal of Teaching and Learning, 19(4), 155-178. DOI: 10.22329/jtl.v19i4.10052. (In Canada).

Solviana, M.D., Anisya, S., Puspita, L., Novitasari, A. and Elice, D. (2025), “Optimization of digital communication strategy in the use of Gemini AI in education (case study and analysis): breaking the limits of virtual interaction in the Metaverse”, The International Conference on Da’wah & Communication, 436-450. DOI: 10.18502/kss.v10i14.19108. (In Indonesia).

Song, L. (2025), “Designing AI-empowered personalized learning pathways: construction and empirical study of an adaptive education model based on learning analytics”, Journal of Technology Innovation and Engineering, 1(5), 1-9. DOI: 10.63887/jtie.2025.1.5.10. (In Korea).

Thomas, D.R. (2006), “A general inductive approach for analyzing qualitative evaluation data”, American Journal of Evaluation, 12(2), 237-246. DOI: 10.1177/1098214005283748. (In USA).

Veras, M., Dyer, J.O., Rooney, M., Barros, S.P.G., Rutherford, D. and Kairy, D. (2023), “Usability and Efficacy of Artificial Intelligence Chatbots (ChatGPT) for Health Sciences Students: Protocol for a Crossover Randomized Controlled Trial”, JMIR Research Protocols, 12, 1-11. DOI: 10.2196/51873. (In Canada).

Wang, D., Dong, X., Fang, Z., Wang, L.Y.K. and Jin, Z. (2025), “AI in the classroom: GPT usage and learner typologies in programming”, Education Sciences, 15(10), 1-32. DOI: 10.3390/educsci15101353. (In Switzerland).