Transforming Group Dynamics: The Impact of Generative AI Integration in an Introductory Research Methods Course

This research project is part of the Tunedin Innovation Project - Responsible AI in Academic Research. The project is implemented in the course “Doing Research - Methodology (2024-2025)” which is a bachelor’s course offered by the Department of Culture Studies. The innovation project aims to embed AI literacy in the course content and instructional activities, namely how GenAI should be used in an appropriate and responsible way at the first 4 steps of the empirical cycle (research topic, literature review, research questions/hypothesis, data collection).

For this research project, we first explore how the integration of GenAI tools influences the redesign of a course. We posit that GenAI tools, as educational technologies, have the potential to enhance teaching practices and improve student learning outcomes.

The course begins with introductory lectures, followed by interactive sessions (i.e., tutorials) that use group work as an instructional approach to develop several skills required for our graduates: communication and collaboration, problem-solving, and conflict resolution. Students may have positive or negative attitudes toward AI tools. AI can be introduced as a mandatory part of the work process or as an optional resource that a group can choose to use. In this course, although we introduce AI literacy, it does not mean we can make the use of GenAI tools mandatory. Therefore, it is interesting to find out how students working in small groups decide when and how to use GenAI tools, especially given their varied attitudes toward these tools. Additionally, how do students perceive the role of the GenAI tool in a group? Do they regard GenAI as a tool or a member? As group work literature has indicated the importance of role assignments for the effectiveness of group functioning and dynamics, we would like to explore these aspects.