TY - JOUR
T1 - Leveraging Chain-of-Thought Prompt Engineering to Enhance Knowledge Creation through Improvable Student Ideas
AU - Laura Keller
AU - Thomas Lehmann
AU - Simon Brunner
AU - Christoph Meier
AU - David Thompson
JF - Journal of Trustworthy and Explainable Intelligent Systems
JO - J Trustworthy Explain Intell Syst
Y1 - 2024
VL - 3
IS - 2
SP - 51
N2 - Within a student learning community, the generation of new knowledge represents a vital mechanism for expanding collective understanding and driving original synthesis. Students assume critical responsibilities when they target knowledge deficiencies and engage in cooperative efforts to refine communal concepts emerging from dialogue. Nonetheless, the standard of these concepts can frequently be constrained by resource deficits or a narrow spectrum of viewpoints. The introduction of generative Artificial Intelligence and large language models (LLMs) into educational settings has unlocked new opportunities for analyzing and enriching idea-focused debates that were formerly unachievable. Maximizing the utility of LLMs necessitates specialized competencies in prompt engineering, particularly regarding the in-context methodology termed Chain-of-Thought (CoT) to formulate and scaffold progressive concepts within student conversations. This investigation gathered a dataset of 721 conversational entries—encompassing 272 applicable question–answer dynamics and 149 distinct discussion tracks—produced by 31 participants during a 2-day student Knowledge Building Design Studio (sKBDS). The researchers augmented student inputs utilizing the CoT technique and subsequently evaluated the AI-generated outputs against the original student assertions. The outcomes are demonstrated through two explicit conversational tracks, confirming that CoT-configured prompts enable LLMs to output responses that actively advance malleable concepts during knowledge construction. This inquiry examines data from genuine classroom discourse and offers actionable insights for both educational research and instructional implementation.
UR - https://tipublications.com/c998286190
ER -