###### Abstract  
Using Generative Artificial Intelligence (GAI) in education has opened new avenues for innovation, yet its role as an interactive tool with learners remains underexplored. Research in this domain faces challenges from pedagogical complexities and the variability of AI tools. To address these gaps, this study developed an online project-based learning (PBL) platform incorporating a GAI plug-in and conducted a year-long experiment to analyze its impact. Three sets of experimental analyses were performed to examine learners' methods, cognitive processes, and learning effectiveness. The findings reveal that GAI significantly influenced students' learning approaches, cognitive engagement, and learning effectiveness. Additionally, the study demonstrates that PBL offers an effective framework for investigating the educational implications of GAI, providing new insights for future research in this evolving field.  
G 2025 15 2369 2025 27 January  
As technology advances and resources are optimized, PBL has increasingly transitioned from traditional face-to-face settings to online environments [5]. However, this shift has introduced new challenges for online PBL, including a lack of personalized instruction [6], limited resource access [7], insufficient feedback mechanisms [8], etc.  
To address these challenges, integrating effective scaffolding tools becomes essential [9]. Intelligent aids such as GAI provide scaffolding, offering features like instant feedback and personalized instruction, which help students better understand and master knowledge during the PBL process [10]. Consequently, PBL not only serves as an effective teaching strategy but also as a valuable method for studying the advantages and limitations of GAI in learning. Through PBL, researchers can observe and analyze how GAI operates in real learning scenarios and its impact on students' behaviors and learning effectiveness.  
Given PBL's emphasis on student initiative and practical engagement [11], it provides an ideal framework to assess the educational value and applications of GAI. Some studies have begun examining this relationship. For instance, [PERSON] found that incorporating GAI enhances student engagement, teamwork, and professional skills in project-oriented learning [12]. However, there is limited research on integrating large language model (LLM) plug-ins within online PBL platforms, highlighting a critical gap in the literature.  
To address these gaps, this study aims to achieve two primary objectives. First, we developed an online PBL platform integrated with a GAI-assisted plug-in to explore the interactions between students and GAI. Understanding these interactions is crucial for uncovering patterns and trends in learning behaviors that can inform the design and improvement of GAI-supported educational platforms [13]. Second, we constructed a GAI-PBL learning model and conducted experimental analyses of students' learning behaviors across three groups. This approach allowed us to assess the impact of GAI on learners' methods, cognitive processes, and learning effectiveness within the PBL framework.  
The study seeks to answer the following research questions:  
1. Can GAI facilitate PBL learning, while providing a research avenue for GAI?
2. How does GAI influence students' learning behaviors, cognitive skills, and learning effectiveness?