The Impact of Generative Artificial Intelligence on Task Performance and Collaborative Problem-Solving process of Pre-Service Teachers in Design-Based Learning

Design based learning (DBL), as an effective teaching method, is a key component of STEAM teaching and plays an important role in cultivating collaborative problem solving(CPS) skills. However, existing research mainly focuses on the K-12 students, with insufficient attention paid to the cultivation of collaborative problem-solving among pre service teachers in DBL. Traditional collaborative environments have limitations, and the educational potential of generative artificial intelligence (GAI) injects new possibilities into it. Therefore, based on the DBL model of STEAM classroom, we explore the impact of GAI on task performance and CPS of pre-service teachers in DBL through a quasi experimental design, aiming to provide new strategies and methods for the cultivation of pre-service teachers.