{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T02:01:23Z","timestamp":1776391283276,"version":"3.51.2"},"reference-count":114,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T00:00:00Z","timestamp":1773100800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T00:00:00Z","timestamp":1773100800000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Increased research attention has recently been given to the topic of programming education, due to its significance in promoting students' critical thinking, complex problem\u2010solving, creativity, and communication skills\u2014commonly known as the \u20184Cs\u2019. In particular, collaborative programming has been recognised as a promising instructional approach to promote students' cognitive competencies in programming education. However, simply offering students opportunities to collaborate will not necessarily improve their 4Cs. Thus, the potential of ChatGPT has been considered to address the drawbacks of conventional collaborative programming and to improve students' cognitive capabilities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>To ascertain whether ChatGPT is a viable instructional tool in collaborative programming, this study proposes the ChatGPT\u2010CIDI (Clarify, Ideate, Develop and Implement) learning model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A quasi\u2010experimental method was implemented, wherein 61 students from two 12th\u2010grade classes participated. One class (Group One) (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200928,\n                      <jats:italic>M<\/jats:italic>\n                      <jats:sub>age<\/jats:sub>\n                      \u2009=\u200917.25) was assigned to individual\u2010based collaboration using the ChatGPT\u2010CIDI model, while the second class (Group Two) (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200933,\n                      <jats:italic>M<\/jats:italic>\n                      <jats:sub>age<\/jats:sub>\n                      \u2009=\u200917.61) undertook team\u2010based collaboration using the same model.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusion<\/jats:title>\n                    <jats:p>The empirical results demonstrated that this approach significantly improved students' critical thinking in Group One (individual\u2010based), compared to Group Two (team\u2010based). However, neither group experienced significant improvement in their complex problem\u2010solving, creativity, or communication skills. This study concludes with implications for research and practice, while also indicating the research limitations to determine future research directions.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70226","type":"journal-article","created":{"date-parts":[[2026,3,10]],"date-time":"2026-03-10T15:57:10Z","timestamp":1773158230000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Comparing the Impact of Individual\u2010 and Team\u2010Based\n                    <scp>ChatGPT<\/scp>\n                    Collaboration on High School Students' Cognitive Competencies in Programming Education"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9895-3907","authenticated-orcid":false,"given":"Mahmood H.","family":"Hussein","sequence":"first","affiliation":[{"name":"Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia  Johor Malaysia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8637-7009","authenticated-orcid":false,"given":"Fatimah Husayn Amir","family":"Aldeeb","sequence":"additional","affiliation":[{"name":"Department of Computer Science College of Computer Technology  Benghazi Libya"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2070-3964","authenticated-orcid":false,"given":"Nor Lisa","family":"Sulaiman","sequence":"additional","affiliation":[{"name":"Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia  Johor Malaysia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0983-2327","authenticated-orcid":false,"given":"Monther M.","family":"Elaish","sequence":"additional","affiliation":[{"name":"Department of Computer Science Faculty of Information Technology, University of Benghazi  Benghazi Libya"}]}],"member":"311","published-online":{"date-parts":[[2026,3,10]]},"reference":[{"key":"e_1_2_17_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2023.2253858"},{"key":"e_1_2_17_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeo.2025.100316"},{"key":"e_1_2_17_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s44217\u2010024\u201000138\u20102"},{"issue":"10","key":"e_1_2_17_5_1","first-page":"29","article-title":"The Effect of Using Brainstorming Strategy in Developing Creative Problem Solving Skills Among Female Students in Princess Alia University College","volume":"2","author":"Al\u2010Khatib B. 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