Sociotechnical Systems Theory frames ChatGPT as a technical support provider interlinked with the social context of the laboratory course¶

Design · All designs
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article applies Sociotechnical Systems (STS) Theory, which "gives a systems thinking perspective to an entity where people (with their effectiveness and abilities) work towards goals by following specific processes and using technology." In this framing, ChatGPT is a technical component interlinked with the social components (students, instructors, TAs), supporting laboratory engagement through collaborative questioning and increasing participation in active learning, but not directly managing laboratory experiments. The framework positions ChatGPT as "a technical support provider but not as the primary executor of experimental processes."

Design Implications¶

Context¶

Requirements¶

Students should receive instruction on using the technology tool based on its functionality, accuracy, reliability, and user interface.

Constraints¶

The degree of integration and scaffolding of ChatGPT into the existing laboratory course structure is a contextual factor; institutional policies and culture related to AI use can influence the relationships.

Target Learners¶

undergraduate biology laboratory students

Learning Goals¶

laboratory concept understanding
active learning through collaborative questioning

Claims¶

SMEs rated ChatGPT's content accuracy acceptable but inconsistent across questions and significantly below human TAs' accuracy [+M] — supports positioning ChatGPT as support, not a replacement for TAs
Human TAs demonstrated stronger instructor voice, understanding, and helpfulness than AI in responding to student laboratory questions [+M]
Students rated human TA responses more favorably overall but preferred ChatGPT responses 40% of the time [~M]

Patterns Used¶

AI Tutoring: ChatGPT answers students' laboratory questions as a technical support component, alongside rather than in place of human TAs

Edit ambiguous student questions into directive prompts — from the same study

Examples¶

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Key Sources¶

M. Said Doğru & Emily K. Faulconer. (2026). ChatGPT as a Virtual Laboratory Teaching Assistant in Undergraduate Biology. Research in Science Education. https://doi.org/10.1007/s11165-025-10271-z

Page metadata

Field	Value
`type`	`design`
`id`	`sts-theory-chatgpt-virtual-laboratory-assistant`
`title`	`Sociotechnical Systems Theory frames ChatGPT as a technical support provider interlinked with the social context of the laboratory course`
`description`	`The article applies Sociotechnical Systems (STS) Theory, which "gives a systems thinking perspective to an entity where people (with their effectiveness and abilities) work towards goals by following specific processe...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-10`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `m-said-doğru-emily-k-faulconer-2026`

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