Internal Study of Artificial Intelligence Assistants (AIAs) to Identify the Most Effective AIA For Socratic Learning in Time Series Analysis

Socratic-style learning is a form of self-regulated learning (SRL) that uses guided questioning and dialogue to promote deeper understanding. Although effective in traditional settings, facilitating Socratic-style learning in asynchronous environments remains a challenge, as there is a lack of tools capable of replicating Socratic dialogue. While artificial intelligence assistants (AIAs) are becoming increasingly prominent in education, most models are designed to provide direct answers rather than guiding the learner through Socratic dialogue. There is limited research on whether AIAs can support Socratic-style learning, particularly in complex subjects such as time-series analysis (TSA) where solving questions requires a deep conceptual understanding. This study investigates whether conversational AIAs can facilitate Socratic-style learning of TSA. Nine AIAs were tested with a Socratic prompt and ChatGPT-4o, Copilot (1.25063.108.0), and Gemini 2.5 Pro were identified as the only ones capable of following Socratic dialogue. Based on this pre-experiment, a rubric was created to evaluate the AIAs’ step-by-step reasoning, responsiveness, and Socratic engagement. Each identified AIA was given three realistic TSA problems (from undergraduate college courses) and assessed by 3 student researchers, with the scores being averaged across the three questions. From the experiment, Copilot, with an average score of 64.88, demonstrated limited instructional restraint, generated fewer exploratory questions, and loss of continuity with the initial prompt. Gemini 2.5 Pro achieved an average score of 85.19 and ChatGPT-4o achieved an average score of 81.00, demonstrating the strongest abilities to guide users through Socratic questioning. Since Gemini 2.5 Pro and ChatGPT-4o performed similarly, further experimentation may be conducted to identify whether Gemini 2.5 Pro or ChatGPT-4o is better suited for this task.

Institutions

Publication Details

Journal
George Mason University
Published
2025-09-12
DOI
https://doi.org/10.13021/jssr2025.5165
Primary Topic
Intelligent Tutoring Systems and Adaptive Learning
Type
article
Field-Weighted Citation Impact
0.00
Controls
|||
ALL TIME
JAN
FEB
MAR
APR
MAY
JUN
JUL
AUG
SEP
OCT
article

Internal Study of Artificial Intelligence Assistants (AIAs) to Identify the Most Effective AIA For Socratic Learning in Time Series Analysis

George Mason University
Intelligent Tutoring Systems and Adaptive Learning
article

Internal Study of Artificial Intelligence Assistants (AIAs) to Identify the Most Effective AIA For Socratic Learning in Time Series Analysis

article en

Abstract

Socratic-style learning is a form of self-regulated learning (SRL) that uses guided questioning and dialogue to promote deeper understanding. Although effective in traditional settings, facilitating Socratic-style learning in asynchronous environments remains a challenge, as there is a lack of tools capable of replicating Socratic dialogue. While artificial intelligence assistants (AIAs) are becoming increasingly prominent in education, most models are designed to provide direct answers rather than guiding the learner through Socratic dialogue. There is limited research on whether AIAs can support Socratic-style learning, particularly in complex subjects such as time-series analysis (TSA) where solving questions requires a deep conceptual understanding. This study investigates whether conversational AIAs can facilitate Socratic-style learning of TSA. Nine AIAs were tested with a Socratic prompt and ChatGPT-4o, Copilot (1.25063.108.0), and Gemini 2.5 Pro were identified as the only ones capable of following Socratic dialogue. Based on this pre-experiment, a rubric was created to evaluate the AIAs’ step-by-step reasoning, responsiveness, and Socratic engagement. Each identified AIA was given three realistic TSA problems (from undergraduate college courses) and assessed by 3 student researchers, with the scores being averaged across the three questions. From the experiment, Copilot, with an average score of 64.88, demonstrated limited instructional restraint, generated fewer exploratory questions, and loss of continuity with the initial prompt. Gemini 2.5 Pro achieved an average score of 85.19 and ChatGPT-4o achieved an average score of 81.00, demonstrating the strongest abilities to guide users through Socratic questioning. Since Gemini 2.5 Pro and ChatGPT-4o performed similarly, further experimentation may be conducted to identify whether Gemini 2.5 Pro or ChatGPT-4o is better suited for this task.

George Mason University
George Mason University (US), Dublin Business School (IE), Oakton Community College (US), University of Virginia (US)
Quality Education
Openalex Percentile: Top 23%
Intelligent Tutoring Systems and Adaptive Learning
AI Navigator

Ask Laika to Summarize, Analyze, and Connect papers live on the map.

Summarize Papers & Methodologies

Extract key findings, datasets, and comparative methods across publications.

Benchmark Rankings & Visual Analytics

Rank top research institutions, authors, funders, topics, and journals by Field-Weighted Citation Impact (FWCI) and paper volume with instant charts.

Connect Distant Disciplines

Bridge topological clusters on the map to find hidden collaborative intersections.