ProjectGPT – AI in Education Research Initiative
Co-Investigator | 2022 – Present

Project Overview:
Launched in 2022, ProjectGPT is a multi-year research initiative investigating the transformative potential of AI chatbots in education. The project explores their psychological, pedagogical, and financial impacts across seven major studies, aiming to uncover how AI-driven tools can revolutionize teaching and learning in higher education. Through a 360-degree approach, ProjectGPT seeks to design evidence-based frameworks that help educators, students, and institutions harness AI chatbots for improved learning outcomes, academic integrity, and educational equity.

Role:
As a Co-Investigator, I actively contributed to the conceptualization, execution, and dissemination of multiple research studies within this initiative.

Key Contributions:

• Collaborated on ProjectGPT 1 (Creative Writing & ChatGPT, Journal of Computer Assisted Learning), ProjectGPT 2 (Factors Influencing AI Chatbot Usage, Computers & Education: AI), and ProjectGPT 4 (AI Chatbots in Classroom Pedagogy, Computers & Education: AI)

• Assisted in designing and implementing experimental, quasi-experimental, and mixed-method research to examine learner cognition, teacher efficiency, and AI-assisted pedagogy.

• Conducted comprehensive literature reviews to inform research design, hypothesis formulation, and manuscript development

• Performed data collection, statistical analysis, and interpretation using quantitative and mixed-method approaches

• Developed insights on AI-driven educational interventions, emphasizing their role in enhancing learning experiences, fostering creativity, and maintaining academic integrity

The Paradox of AI-Scaffolding: Helping Students to Think, or Think Less? 

Submitted to the Journal of Computer Assisted Learning (26 January 2026; under review), this study examines how AI-scaffolded learning influences students’ cognitive processes during argumentative writing. It investigates whether AI scaffolding encourages divergent thinking or reinforces confirmatory bias, and identifies the optimal level of AI support that maximizes creative and critical exploration.

Exploring AI Chatbot–Supported Scaffolded Technology Integration for Teacher Capacity Building in Low-Resource Classrooms

This ongoing study investigates how AI chatbot–supported scaffolding influences teachers’ instructional decision-making, professional self-efficacy, and capacity for equitable technology integration in low-resource classroom contexts. The study contributes to teacher education research by advancing equity-oriented and sustainable models of AI-enabled professional learning.