When AI joins the conversation: the impact of AI-powered teacher dashboard on pre-service teachers' collaborative interaction in the video-based professional learning communities

This study investigates the impact of an AI-powered teacher dashboard on collaborative interaction in video-based pre-service teacher education. A quasi-experimental design was conducted with 48 pre-service teachers in China. They were assigned to either an experimental or control condition. Each condition comprised eight groups, with three pre-service teachers per group. All groups engaged in collaborative discussions aimed at improving lesson design using the same classroom videos. However, only the groups in the experimental condition utilized the AI-powered teacher dashboard, while those in the control condition did not. Results from chi-square tests and lag sequential analysis revealed that the AI-powered teacher dashboard significantly reduced time spent on lower-order cognitive activities while facilitating transitions to higher-order cognitive engagement, such as negotiation and co-construction of knowledge. This study integrates the Interaction Analysis Model (IAM) and Bloom's Taxonomy to examine how AI-powered teacher dashboard can enhance collaborative learning in video-based pre-service teacher education. The findings offer both theoretical and practical implications for designing and implementing AI-enhanced professional learning programs for teachers.