In recent years, the application of large language models (LLMs) in university classroom interactions has been increasingly widespread. This study employs a qualitative research methodology, conducting semi-structured in-depth interviews with 58 undergraduate students from the School of Management at University A, with the aim of thoroughly exploring the patterns and motivations underlying students’ use of LLMs in classroom interactions. Drawing upon constructivist learning theory, this paper elucidates the knowledge construction process in university classroom interactions facilitated by LLMs and proposes strategies for teachers to effectively guide students in collaborating with LLMs. The research findings indicate that, with the assistance of LLMs, the knowledge construction process in university classroom interactions is characterized by a student-centered approach. Teachers create interactive classroom scenarios, and under the dual influence of interactive requirements and time constraints, students collaborate and communicate with LLMs to construct knowledge regarding new domains and complex problems. LLMs play a significant mediating role in the classroom interactions between students and teachers. This study offers a novel perspective to traditional classroom interaction theories and deepens our understanding of the mechanisms of knowledge construction in classroom interactions.
