ybride Forschungswerkstätten in der Erziehungswissenschaft. Soziotechnische Interpretation mit generativen Sprachmodellen

Research workshops in educational science facilitate collaborative knowledge production through group-based interpretation of empirical data. With the rise of Large Language Models (LLMs), new socio-technical configurations are emerging, integrating human and non-human actors as hybrid research workshops. A key challenge in this context is the Soziabilitätsantinomie – the tension between enabling diverse perspectives and the tendency toward intuitive group consensus, which can obscure explicating interpretation. While LLMs influence knowledge production, their site-specific nature and potential for uncritical acceptance introduce challenges. This paper presents models illustrating hybrid research workshops and highlights the risks of LLM-generated output to be mistaken for objective truth. It calls for empirical studies to explore how generative models reshape interpretation, challenge human-centric knowledge production, and enable distributed cognition in research collaborations.