Learning with generative artificial intelligence in collaborative problem solving : a teaching and learning framework for entrepreneurship education

Abstract

The development of generative Artificial Intelligence (Gen AI) tools has led to different reactions in the field of education arising from both the opportunities and challenges that these tools pose to learning. However, not much is known about how to effectively implement generative AI in learning and teaching environments. This research sought to develop, implement, and evaluate a “learning with Generative AI framework” for collaborative problem-solving in entrepreneurship education. An action design research methodology was followed grounded on the socio-technical theory to develop a framework for use in entrepreneurship education settings.

To understand the topic, and problem formulation stage, a literature review was conducted analysing seven articles and two books published in the past two years. The framework building drew insights from the TPACK framework, human-centred design, and human-AI collaboration. The evaluation of the framework involved fifteen University of Oulu and Oulu University of Applied Science students participating in a series of Generative AI in Business Processes workshops and three expert evaluators from two universities assessing the framework.

Findings from the research show that Generative AI tools present both challenges and opportunities for learning yet, following a structured approach suggested by the framework, the challenges can be minimised, leveraging the opportunities, to facilitate teaching and learning with generative AI. Creativity, problem-solving, and collaboration can be enhanced by the purposeful integration of generative artificial intelligence tools in teaching and learning.

The conclusion from this study suggests that Generative AI tools can be successfully integrated into collaborative problem-solving learning situations in entrepreneurship education using the proposed learning framework with a transformed role of a teacher while human agency should remain central.