  This research investigates distinct human-generative AI collaboration types
and students' interaction experiences when collaborating with generative AI
(i.e., ChatGPT) for problem-solving tasks and how these factors relate to
students' sense of agency and perceived collaborative problem solving. By
analyzing the surveys and reflections of 79 undergraduate students, we
identified three human-generative AI collaboration types: even contribution,
human leads, and AI leads. Notably, our study shows that 77.21% of students
perceived they led or had even contributed to collaborative problem-solving
when collaborating with ChatGPT. On the other hand, 15.19% of the human
participants indicated that the collaborations were led by ChatGPT, indicating
a potential tendency for students to rely on ChatGPT. Furthermore, 67.09% of
students perceived their interaction experiences with ChatGPT to be positive or
mixed. We also found a positive correlation between positive interaction
experience and a sense of positive agency. The results of this study contribute
to our understanding of the collaboration between students and generative AI
and highlight the need to study further why some students let ChatGPT lead
collaborative problem-solving and how to enhance their interaction experience
through curriculum and technology design.
