In a context of increasing use of generative Artificial Intelligence (AI) in higher education, this study examines how critical interaction with a chatbot may support the construction and consolidation of statistical knowledge. It analyses how first-year Computer Engineering students demonstrate conceptual and procedural consolidation when confronting their own solutions to a Probability and Statistics task with those generated by AI, focusing on the nature of their critical analysis. The study assumes that this comparison can trigger epistemic actions associated with knowledge consolidation. Consolidation is examined through the RBC+C model (Recognising, Building-with, Constructing, Consolidation), which addresses limitations in its empirical identification. AI is conceptualised as a cognitive mediator that enhances critical analysis, argumentation, and conceptual validation, particularly when students engage with alternative interpretations and problem-solving strategies. A qualitative approach was adopted, based on the analysis of students’ written work and interactions. The activity took place in a Statistical Methods classroom, involving around 200 first-year Computer Engineering students working in pairs. Data sources included written responses, records of interactions with the AI system, and the teacher’s reflective journal. Data were analysed through qualitative coding guided by the epistemic actions of the RBC+C model. Findings show that consolidation becomes evident when students critically interpret AI responses, confront them with their own reasoning, and justify agreements or disagreements. Interaction with AI may also trigger further epistemic actions, as previously consolidated knowledge supports more elaborate constructions. This study contributes to understanding the relationship between knowledge construction models and intelligent technologies in higher education.

Authors:
Alexandra Sofia Rodrigues, Universidade NOVA de Lisboa, Portugal
Corália Pimenta, Instituto Politécnico de Coimbra, Portugal
Deolinda M. L. Dias Rasteiro, Instituto Politécnico de Coimbra, Portugal

About the Presenter(s)
Alexandra is a mathematics teacher and actually, she is a professor in the Faculty of Science and Technology of Universidade NOVA de Lisboa, in Caparica.

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