Keywords | Nøgleord
Double stimulation
Generative AI
Higher Education
ChatGPT
Citation/Eksport
Abstract | Abstract
As generative AI tools such as ChatGPT enter higher education, questions arise about how students can use them not merely instrumentally but as catalysts for collaborative and reflective learning. This study investigates how master’s students engage with ChatGPT in group-based academic tasks, specifically when working with complex course literature. Drawing on Vygotsky’s concept of double stimulation and Engeström and Sannino’s theory of transformative agency, we analyze how students collectively navigate AI-generated responses, challenge assumptions, and reframe understanding. The data stem from an exploratory case study in a Danish university course and include group discussions, ChatGPT logs, reflections, and focus group interviews. Findings show that ChatGPT mediates not only as a resource but as a mediating artefact that provokes resistance, negotiation, and generative questioning. Over time, students began to use technology not just for answers, but to explore and question ideas together. The study contributes to research on AI in education by highlighting the role of pedagogy in enabling transformative agency through Generative artificial intelligence.
Referencer
Blumer, Herbert. 1954. “What Is Wrong with Social Theory?” American Sociological Review 19 (1): 3–10. https://doi.org/10.2307/2088165.
Bruun, Maja Hojer, Jakob Krause-Jensen, and Cathrine Hasse. 2025. “Skrivning, Læsning, Tekst og Refleksiv Tænkning med Generativ AI på Humanistiske Videregående Uddannelser”. Tidsskriftet Læring Og Medier (LOM) 18 (31). https://doi.org/10.7146/lom.v17i31.153309.
Cotton, Debby R. E., Peter A. Cotton, and J. Reuben Shipway. 2023. “Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT.” Innovations in Education and Teaching International 61 (2): 228–39. https://doi.org/10.1080/14703297.2023.2190148.
Creswell, John W., and J. David Creswell. 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.
Dalsgaard, Christian., and Christopher Neil Prilop. 2025. “Partnerskaber Mellem Elever og AI: Nye Arbejdsmetoder med Generativ AI.” Tidsskriftet Læring og Medier (LOM) 18 (31). https://doi.org/10.7146/lom.v17i31.150410.
Engeström, Yrjö. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–56. https://doi.org/10.1080/13639080020028747.
Engeström, Yrjö, and Annalisa Sannino. 2010. “Studies of Expansive Learning: Foundations, Findings and Future Challenges.” Educational Research Review 5 (1): 1–24. https://doi.org/10.1016/j.edurev.2009.12.002.
Haapasaari, Arja, Yrjö Engeström, and Hannele Kerosuo. 2014. “The Emergence of Learners’ Transformative Agency in a Change Laboratory Intervention.” Journal of Education and Work 29 (2): 232–62. https://doi.org/10.1080/13639080.2014.900168.
Haapasaari, Arja, and Hannele Kerosuo. 2015. “Transformative Agency: The Challenges of Sustainability in a Long Chain of Double Stimulation.” Learning, Culture and Social Interaction 4: 37–47. https://doi.org/10.1016/j.lcsi.2014.07.006.
Jensen, Camilla Gyldendahl, and Susanne Dau. 2025. “Transparens og Tillid: AI-støttet Undervisnings Indvirkning på de Studerendes Læring.” Tidsskriftet Læring og Medier (LOM) 18 (31). https://doi.org/10.7146/lom.v18i31.149343.
Kasneci, Enkelejda, Kathrin Sessler, Stefan Küchemann, et al. 2023. “ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education.” Learning and Individual Differences 103: 102274. https://doi.org/10.1016/j.lindif.2023.102274.
Kaup, Camilla Finsterbach, Anders K. Møller, Kristine Bundgaard, and Anders M. Boelt. 2025. “ChatGPT: Forstyrrelse eller Forandring? Generativ Kunstig Intelligens’ Rolle i Kollaborativ Videnskonstruktion.” Tidsskriftet Læring og Medier (LOM) 18 (31). https://doi.org/10.7146/lom.v17i31.148825.
Larsen, Nana Møller. 2023. “CLAAUDIA Launches New AI Transcription Solution for Researchers”. Aalborg University, June 13, 2023. https://www.en.aau.dk/claaudia-launches-new-ai-transcription-solution-for-researchers-n97794.
Paavola, Sami, and Kai Hakkarainen. 2021. “Trialogical Learning and Object-Oriented Collaboration.” In International Handbook of Computer Supported Collaborative Learning, edited by Ulrike Cress, Alyssa F. Wise, Carolyn Rosé, and Jun Oshima, 241-259. Springer. https://doi.org/10.1007/978-3-030-65291-3_13.
Sannino, Annalisa. 2020. “Transformative Agency as Warping: How Collectives Accomplish Change amidst Uncertainty.” Pedagogy, Culture & Society 30 (1): 9–33. https://doi.org/10.1080/14681366.2020.1805493.
Tillmanns, Tanja, Alfredo Salomão Filho, Susmita Rudra, et al. 2025. “Mapping Tomorrow’s Teaching and Learning Spaces: A Systematic Review on GenAI in Higher Education.” Trends in Higher Education 4 (1): 2. https://doi.org/10.3390/higheredu4010002.
Virkkunen, Jaakko. 2006. “Dilemmas in Building Shared Transformative Agency.” Activités 3 (1). https://doi.org/10.4000/activites.1850.
Vygotsky, Lev S. 1978. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Yang, Hongzhi, and Lina Markauskaite. 2024. “Fostering Transformative Agency in Engaging with GenAI: A Formative Intervention with Australian Language Student Teachers.” Advance, December 3. https://doi.org/10.31124/advance.173322570.05235973/v1.
Yin, Robert K. 2014. Case Study Research: Design and Methods. SAGE Publications.
Dette værk er under følgende licens Creative Commons Navngivelse – Ikke-kommerciel – Ingen Bearbejdede Værker (by-nc-nd).
Copyright (c) 2025 Camilla Finsterbach Kaup, Anders Kalsgaard Møller, Anders Melbye Boelt, Kristine Bundgaard