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Pilot Study on Generative AI and Critical Thinking in Higher Education Classrooms

Created by
  • Haebom

Author

W. F. Lamberti, S. R. Lawrence, D. White, S. Kim, S. Abdullah

Outline

This pilot study explores the impact of the rapidly expanding use of generative AI (GAI) tools in educational settings on developing critical thinking skills. Unlike previous studies that have examined GAI as a subject-specific tutor or task completion tool, this study focuses on students' ability to critically evaluate the accuracy and appropriateness of GAI-generated responses. We designed structured critical thinking activities in an introductory computer and data science course that require students to analyze, critique, and revise GAI output, taking into account the fact that GAI often generates responses with contextual or factual errors. The findings provide initial insights into students' ability to critically engage with GAI content and lay the foundation for more comprehensive research in future semesters.

Takeaways, Limitations

Takeaways: Provides initial data on assessing students' critical thinking skills in response to GAI-generated content. This provides a foundation for future research. It also suggests directions for designing educational activities to enhance critical thinking skills in GAI-enabled educational environments.
Limitations: This is a pilot study, so the number of participants is limited. The results are limited to a specific subject (an introductory computer and data science course). More comprehensive research is needed to verify generalizability. Further research is needed to determine the long-term impact and applicability across diverse learning environments.
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