Exploring cognitive presence patterns in GenAI-integrated six-hat thinking technique scaffolded discussion: an epistemic network analysis

Manli Yu, Zhi Liu, Taotao Long, Dong Li, Lei Deng, Xi Kong, Jianwen Sun

Abstract: Generative artificial intelligence (GenAI) has rapidly permeated educational settings, revolutionizing how university students approach learning and problem-solving. While its benefit to enhance personalized learning and academic performance is widely acknowledged, its impact on students’ cognitive presence remains underexplored. This study attempted to investigate the influence of GenAI integrated six-hat thinking technique scaffolded discussions on cognitive presence patterns. In this 14-week study, 108 pre-service teachers used the six-hat thinking technique for scaffolded discussions in instructional design tasks. Of these, 54 incorporated GenAI tools for information retrieval and problem-solving, while the other 54 did not. Epistemic Network Analysis (ENA) was applied to examine differences in cognitive presence patterns between the two groups who used and did not use GenAI. The study further analyzed cognitive presence pattern differences between high-creativity and low-creativity pre-service teachers and found that GenAI contributed to enhancing the cognitive presence of pre-service teachers, with a notable benefit for those with high creativity levels. However, its influence on cognitive presence of pre-service teachers with low creativity levels appears to be more limited. The implications suggest that educators should use GenAI tools to enhance students' cognitive presence, but it is important to give more attention to creativity.

External IDs:doi:10.1186/s41239-025-00545-x