How does group psychological capital affect team performance in GenAI-supported dual-role scaffolding project-based learning?

With the acceleration of knowledge renewal and the emergence of interdisciplinary challenges, project-based learning (PBL), as an instructional model driven by authentic projects, is increasingly becoming vital to enhancing participants’ comprehensive competencies. This study investigates the effectiveness and underlying mechanisms of team collaboration in Project-Based Learning (PBL) within higher education by introducing a Generative Artificial Intelligence (GenAI)-supported dual-role assignment strategy. Participants included 195 design learners. The relationships among Team PsyCap, Team Mental Models, Knowledge Sharing, and Team Performance were examined using mixed research methods that integrated questionnaire surveys and textual analysis. The findings indicate that within the GenAI-supported dual-role PBL environment, Team PsyCap significantly enhanced collaborative efficiency, Team Mental Models, and Knowledge Sharing, mediating factors in this relationship. This study provides empirical support for the Role Assignment strategy and the application of GenAI in PBL instruction, along with practical recommendations.