Trent N. Cash

Ph.D. Student at Carnegie Mellon University

You’ve Got AI Friend in Me: LLMs as Collaborative Learning Partners (Under Review)


Journal article


Daniel M. Oppenheimer, Trent N. Cash, Allison E. Connell Pensky

Cite

Cite

APA   Click to copy
Oppenheimer, D. M., Cash, T. N., & Pensky, A. E. C. You’ve Got AI Friend in Me: LLMs as Collaborative Learning Partners (Under Review).


Chicago/Turabian   Click to copy
Oppenheimer, Daniel M., Trent N. Cash, and Allison E. Connell Pensky. “You’Ve Got AI Friend in Me: LLMs as Collaborative Learning Partners (Under Review)” (n.d.).


MLA   Click to copy
Oppenheimer, Daniel M., et al. You’Ve Got AI Friend in Me: LLMs as Collaborative Learning Partners (Under Review).


BibTeX   Click to copy

@article{daniel-a,
  title = {You’ve Got AI Friend in Me: LLMs as Collaborative Learning Partners (Under Review)},
  author = {Oppenheimer, Daniel M. and Cash, Trent N. and Pensky, Allison E. Connell}
}

Abstract

Collaborative learning - an educational paradigm in which students work together to master content and complete projects - has long been a staple of classroom pedagogy. However, the rapid development of Large Language Models (LLMs), such as ChatGPT, has created the potential for a new frontier in collaborative learning in which students collaborate not with other students, but with LLMs.  In this classroom-based study, we tested a novel intervention in which college students were asked multiple times throughout a semester to write essays, have them critiqued by LLMs, and improve their essays using the critiques. We found that students enjoyed working with LLMs and that collaborating with LLMs improved students’ argumentative writing skills - even when assessed before eliciting the LLMs’ critiques. Students also improved their prompt engineering skills. These findings suggest that collaborative learning with LLMs may be a highly scalable, low-cost intervention for improving students’ argumentative writing skills. 

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