Enhancing Human-Generative Artificial Intelligence Online Collaboration Outcomes: The Pivotal Function of Symbiotic Role Design

Nuo Cheng; Hongxia Liu; Xiaoqing Xu; Wei Zhao; Lifang Qiao; Guohao Zhang

doi:10.19173/irrodl.v27i2.9189

Authors

Nuo Cheng School of Information Science and Technology, Northeast Normal University, Changchun, China https://orcid.org/0009-0003-6988-8247
Hongxia Liu College of Education, Hebei Normal University, Shijiazhuang, Hebei, China https://orcid.org/0009-0003-1060-8589
Xiaoqing Xu Shishi Experimental School of Chengdu Eastern New Area, Chengdu, Sichuan, China https://orcid.org/0000-0002-0987-8667
Wei Zhao School of Information Science and Technology, Northeast Normal University, Changchun, China https://orcid.org/0009-0000-6901-4345
Lifang Qiao College of Education, Hebei Normal University, Shijiazhuang, Hebei, China https://orcid.org/0000-0002-9896-0485
Guohao Zhang Shishi Experimental School of Chengdu Eastern New Area, Chengdu, Sichuan, China https://orcid.org/0009-0004-7743-3573

DOI:

https://doi.org/10.19173/irrodl.v27i2.9189

Keywords:

human–machine collaboration, human–AI collaboration, symbiosis theory, online collaborative learning, collaborative cognitive load

Abstract

While generative artificial intelligence (GAI) has emerged as a vital support tool for collaborative learning, further exploration is required to achieve effective human-machine symbiosis in online collaborative processes. Grounded in symbiosis theory, our study developed a role-based intervention strategy to empower learners and their artificial intelligence (AI) partners through clearly defined responsibilities and collaborative interaction rules. In a quasi-experimental pretest-posttest design involving 58 graduate students, we employed statistical analyses and lag sequential analysis to evaluate the impact of the role intervention on online collaborative learning. The results indicated that the role design (a) significantly enhanced the quality of collaborative knowledge construction, (b) facilitated transitions among higher-order collaborative behaviors, and (c) improved perceived usefulness and ease of use of GAI among learners, although it also led to a moderate increase in collaborative cognitive load. These findings validated the core value of symbiosis theory-based role design for optimizing human-AI collaboration. Our study offered both a theoretical perspective on human-machine co-development and valuable insights for instructors to integrate AI tools and design more effective online collaborative learning activities.

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