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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 investigated the impact of generative AI (GAI), a rapidly expanding tool in educational settings, on developing critical thinking skills. Unlike previous studies that have examined GAI as a tool for tutoring specific subjects or completing assignments, this study focuses on students' ability to critically evaluate the accuracy and appropriateness of GAI-generated answers. Targeting students in an introductory computer and data science course, we designed learning activities that required them to analyze, critique, and revise AI-generated solutions, given that GAI often generates contextual errors 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: Demonstrates the design and applicability of learning activities to assess critical thinking skills for GAI-generated artifacts. Provides initial data on students' ability to critically evaluate GAI content. Provides a foundation for future research.
Limitations: This was a pilot study, so the number of participants was limited, limiting the generalizability of the results. The study was limited to a specific subject (Introduction to Computer and Data Science). Further research is needed on various GAI tools and educational environments.
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