The Impact of Role Strategy on ChatGPT-Assisted Asynchronous Online Discussions: An Experimental Study

The purpose of this study is to investigate whether there are differences in the learning performance and learning experience of students with different role types when using role strategies during ChatGPT-assisted online collaborative discussions, and to focus on whether the differences in the roles assigned to students have an impact on their interaction with ChatGPT. Through experimental research and comprehensive quantitative and qualitative data collection and analysis, it was found that there were significant differences in the learning performance of students with different role types in online discussions based on ChatGPT, and that role assignment did not have a significant effect on students' learning experience and interaction with ChatGPT. In addition, the impact of role types may vary with learning stages and tasks, requiring instructors to take this variability into account when designing learning tasks and arranging roles to maximize the benefits of each role type. These results provide useful insights for the design and implementation of ChatGPT-assisted asynchronous online discussions and support the optimization of educational practices and online learning platforms.