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Integrated analytical framework combining the technology-based learning framework with Pedaste et al.'s five-phase inquiry cycle

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Description

The review adapts the technology-based learning framework (originated by Hsu et al., 2012, with six analytical dimensions: learning devices, learning domains, learning strategies, research methods, participants, and research issues) and integrates Pedaste et al.'s (2015) five-phase inquiry framework into it. This dual-level lens bridges macro-level analysis of technology-supported learning with micro-level inquiry processes, mapping ChatGPT as the primary learning device aligned with IBL as the central learning strategy. RQ1 is answered via the framework's learning domains, participants, and methods dimensions; RQ2 via ChatGPT's positioning across the five inquiry phases; and RQ3 via synthesis of outcomes and issues across learners, educators, and institutions.

Accounts

  • Integrated analytical framework combining the technology-based learning framework with Pedaste et al.'s five-phase inquiry cycle: The review adapts the technology-based learning framework (originated by Hsu et al., 2012, with six analytical dimensions: learning devices, learning domains, learning strategies, research methods, participants, and research issues) and integrates Pedaste et al.'s (2015) five-phase inquiry framework into it. This dual-level lens bridges macro-level analysis of technology-supported learning with micro-level inquiry processes, mapping ChatGPT as the primary learning device aligned with IBL as the central learning strategy. RQ1 is answered via the framework's learning domains, participants, and methods dimensions; RQ2 via ChatGPT's positioning across the five inquiry phases; and RQ3 via synthesis of outcomes and issues across learners, educators, and institutions. (Haozhe Jiang et al. (2026))

Claims

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Key Sources

  • Haozhe Jiang, Yixin Li, Ritesh Chugh, Yueyou Xin and Hongyu Cheng. (2026). The AI-powered co-inquirer: a systematic review of ChatGPT for inquiry-based learning in STEAM education. International Journal of STEM Education. https://doi.org/10.1186/s40594-026-00628-9
Page metadata
Field Value
type research-method
id integrated-analytical-framework-combining-the-technology-based-learning-framework-with-ped
title Integrated analytical framework combining the technology-based learning framework with Pedaste et al.'s five-phase inquiry cycle
description The review adapts the technology-based learning framework (originated by Hsu et al., 2012, with six analytical dimensions: learning devices, learning domains, learning strategies, research methods, participants, and research issues) and integrates Pedaste et al.'s (2015) five-phase inquiry framework
status review
generated by process:settle-candidates on 2026-10-11
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