The role of students’ higher-order thinking skills in the relationship between academic achievements and machine learning using generative AI chatbots DOI
Νικόλαος Πέλλας

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: July 22, 2024

Abstract Students' perspectives on using generative artificial intelligence (AI) chatbots and machine learning are crucial in shaping the design, development, implementation of their projects across various disciplines. Cognitive thinking, a key aspect AI-related learning, aims to replicate human behavior. However, relation between cognitive thinking knowledge acquisition is not always clear. Therefore, it essential for students engage higher-order which allows them critically analyze diverse viewpoints, assess relevance, understand complex relationship acquisition. This empirical study investigates role skills, such as problem-solving, critical creativity, academic achievements attitudes toward technologies AI chatbots. Four hundred sixteen undergraduate (n = 416) from backgrounds voluntarily took part project, they designed developed media information literacy courses. The findings indicate that creativity mediated but its moderating impact was significant. Problem-solving did show significant mediating effects while showed connection performance learning. contributes by elucidating interrelationships students’ performance, use technologies. By highlighting problem-solving this offers deeper understanding how these skills shape students' perceptions AI. have implications educational practices, suggesting fostering preparing embrace

Language: Английский

Bridging STEM Education and Ubiquitous Learning: A Case Study on Developing a LINE Chatbot with Google's Gemini for Virtual Peer Collaboration DOI
Hsin‐Yu Lee, Yueh‐Min Huang

Lecture notes in computer science, Journal Year: 2024, Volume and Issue: unknown, P. 237 - 246

Published: Jan. 1, 2024

Language: Английский

Citations

1
Integrating peer assessment cycle into ChatGPT for STEM education: A randomised controlled trial on knowledge, skills, and attitudes enhancement DOI Open Access
Ting‐Ting Wu, Hsin‐Yu Lee,

P Chen

et al.

Journal of Computer Assisted Learning, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 23, 2024

Abstract Background Science, Technology, Engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, Attitudes (KSA) due large classes student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives This study introduces PA‐GPT, using as a “virtual peer” peer assessments promote active learning enhance knowledge, higher‐order thinking skills (HOTS), attitudes—the core of KSA STEM. Methods A randomised controlled trial involved 61 first‐year engineering students (43 males, 18 females) from university Southern Taiwan enrolled “Network Embedded Systems Applications.” Participants, all with prior experience but no programming background, were purposively sampled. They randomly assigned the experimental group ( n = 31) PA‐GPT or control 30) traditional ChatGPT. Over 8 weeks, data collected pre‐ post‐tests: knowledge construction test (20 items, α 0.85); HOTS scale 0.78–0.83) measuring thinking, problem‐solving, creativity; S‐STEM questionnaire >0.80) assessing attitudes towards STEM subjects 21st‐century learning. ANCOVA analysed data, controlling for pre‐test scores, Levene's checked homogeneity variances. Results Conclusions results showed that significantly outperformed enhancing F 9.89, p 0.002), 37.00, < 0.001), problem‐solving 9.40, 0.003), creativity (F 7.22, 0.009), mathematics 25.52, engineering/technology 16.06, 26.38, 0.001). These findings demonstrate effectively addresses challenges engagement development by simulating interactions. Peer Assessment (PA‐GPT) promotes self‐reflection, potentially revolutionising AI‐assisted class settings. provides pioneering evidence effectiveness AI‐driven assessment comprehensive competencies, offering promising direction future educational technology integration.

Language: Английский

Citations

1
The Effect of Generative Artificial Intelligence on Cognitive Thinking Skills in Higher Education Institutions: A Systematic Literature Review DOI
Harry Moongela, Machdel Matthee, Marita Turpin

et al.

Communications in computer and information science, Journal Year: 2024, Volume and Issue: unknown, P. 355 - 371

Published: Nov. 26, 2024

Language: Английский

Citations

1
Enhancing ChatGPT in POE Inquiry Learning for STEM Education to Improve Critical Thinking Skills DOI
Pin‐Hui Li,

Kinshuk Kinshuk,

Yueh‐Min Huang

et al.

Lecture notes in computer science, Journal Year: 2024, Volume and Issue: unknown, P. 30 - 39

Published: Jan. 1, 2024

Language: Английский

Citations

0
The role of students’ higher-order thinking skills in the relationship between academic achievements and machine learning using generative AI chatbots DOI
Νικόλαος Πέλλας

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: July 22, 2024

Abstract Students' perspectives on using generative artificial intelligence (AI) chatbots and machine learning are crucial in shaping the design, development, implementation of their projects across various disciplines. Cognitive thinking, a key aspect AI-related learning, aims to replicate human behavior. However, relation between cognitive thinking knowledge acquisition is not always clear. Therefore, it essential for students engage higher-order which allows them critically analyze diverse viewpoints, assess relevance, understand complex relationship acquisition. This empirical study investigates role skills, such as problem-solving, critical creativity, academic achievements attitudes toward technologies AI chatbots. Four hundred sixteen undergraduate (n = 416) from backgrounds voluntarily took part project, they designed developed media information literacy courses. The findings indicate that creativity mediated but its moderating impact was significant. Problem-solving did show significant mediating effects while showed connection performance learning. contributes by elucidating interrelationships students’ performance, use technologies. By highlighting problem-solving this offers deeper understanding how these skills shape students' perceptions AI. have implications educational practices, suggesting fostering preparing embrace

Language: Английский

Citations

0