## 5 Results
#### 5.1.3 Creativity and Improvement Through Iterative Engagement  
As shown in Figure 9, learners effectively used GAI to support creative endeavors in PBL tasks. For instance, they employed GAI to draft initial frameworks or content and then refined these outputs by integrating project-specific requirements. This cyclical use of GAI underscores its role in supporting iterative improvement and fostering innovative thinking. Figure 8: Behavioural sequence diagram (explain elevated levels of critical thinking). Figure 7: Behavioural sequence diagram (explain high frequency of question submission). The significant behavioral sequences include:  
* Data Table Creation with GAI \(\rightarrow\) Integrating Project Requirements in GAI Queries \(\rightarrow\) Previewing PBL Content (DTC \(\rightarrow\) IPRQ, Z-score = 4.97, IPRQ \(\rightarrow\) PPL, Z-score = 2.07);  
The sequence begins with students using GAI to create data tables (DTC), a foundational step in organizing project information. The high Z-score (4.97) for the transition to integrating project requirements (IPRQ) indicates that students strategically tailored GAI outputs to align with specific project goals. This demonstrates a purposeful and goal-oriented use of the tool. The subsequent transition to previewing PBL content (PPL) suggests that students reviewed and refined their work after incorporating project requirements, ensuring the final output met their expectations. * Creative Content Inspiration \(\rightarrow\) Adjusting Text to Meet Requirements \(\rightarrow\) Referencing GAI Text \(\rightarrow\) Creative Content Inspiration (CCI \(\rightarrow\) ATM, Z-score = 2.78, ATM \(\rightarrow\) RCT, Z-score = 6.95). The initial transition from creative content inspiration (CCI) to adjusting text to meet requirements (ATM) shows students using GAI-generated ideas as a starting point, which they then adapted to fit project needs. The subsequent transition to referencing GAI text (RCT) demonstrates how students actively incorporated GAI-generated reference material, which had a remarkably high Z-score (6.95), highlighting GAI's significant role in supporting their work. The cyclical return to creative content inspiration (CCI) suggests that students used GAI not just as a one-time tool but as an ongoing resource for iterative refinement and innovation. These sequences indicate that learners not only relied on GAI to generate ideas but also used it to critically enhance the outputs through thoughtful adjustments, illustrating an iterative learning approach that deepens creativity and problem-solving approaches. In summary, the behavioral patterns observed indicate that GAI significantly influenced learners' methods in problem-posing, critical thinking, and creative production within PBL. Figures 7-9, collectively illustrate how learners invested considerable effort in extracting, refining, and applying information from GAI to optimize their learning processes. These findings suggest that GAI effectively enhances the research and problem-solving phases of PBL, empowering students to develop more sophisticated and iterative learning approaches. The following behavioral shifts across semesters were observed:  
* Decreased reliance on verification and integration: In the latter three sessions, behaviors related to verifying information accuracy (VIA) and combining GAI with other tools (CAI) dropped significantly, by 95.65% and 91.3%, respectively. This decline suggests that learners increasingly trusted GAI's outputs and depended less on external validation or supplemental tools;
* Reduced project requirement review: Project Requirement Review and Replication (PRR) behavior decreased by 67.61%, indicating that as students grew more accustomed to GAI and PBL, they needed to revisit project instructions less frequently. This reflects improved familiarity and confidence in navigating both the platform and the tasks;
* Lower Idle Operation frequency: Students' Idle Operation (IO) behavior, characterized by pauses and hesitation, reduced by 54.65%.