#59: Trans-Ecological Disruptions and Pedagogical Interventions in GAI-Supported Collaborative Learning

In generative AI (GAI) integrated collaborative learning, conflicts are often misattributed to interpersonal dynamics, ignoring the learning environment's critical role. This mixed-methods case study of 41 middle school students applies a micro-ecological framework to investigate how environmental design flaws trigger trans-ecological disruptions. Using qualitative analysis, Lag Sequential Analysis, Social Network Analysis, and Temporal Exponential Random Graph Models, we robustly reveal that collaborative conflicts propagate from environmental triggers to group interaction networks via individual cognitive pathways.