Does ChatGPT-Enhanced Collaborative Learning Foster Critical Thinkingin Education? A Bloom’s Taxonomy Perspective

Research Square (Research Square), Год журнала: 2025, Номер unknown

Опубликована: Март 27, 2025

This study examines how ChatGPT-supported collaborative learning influences critical thinking in education using Bloom’s Taxonomy. Purposive sampling was used to collect data from 665 Indonesian pharmacy students through an online survey. PLS-SEM assessed the direct effects of cognitive processes on thinking. NCA identified essential conditions, while fsQCA explored different pathways leading high or low Collaborative significantly enhances understanding, applying, and remembering. Understanding has strongest effect thinking, applying remembering have moderate effects. These findings suggest that deep comprehension drives analytical reasoning, whereas serve complementary roles. confirms understanding are necessary for fostering plays a supporting role. results indicate who combine with memory retention exhibit strong In contrast, rely solely without application struggle develop higher-order reasoning. reveals ChatGPT does not inherently enhance but must be integrated into structured learning. Effective AI-assisted requires active discussion, application, evaluation AI-generated insights. offer framework optimizing AI-driven support both knowledge acquisition reasoning clinical decision-making.

Язык: Английский

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Student self-reflection as a tool for managing GenAI use in large class assessment

Discover Education, Год журнала: 2025, Номер 4(1)

Опубликована: Март 26, 2025

Written assignments for large classes pose a far more significant challenge in the age of GenAI revolution. Suggestions such as oral exams and formative assessments are not always feasible with many students class. Therefore, we conducted study South Africa involved 280 Honors to explore usefulness Turnitin's AI detector conjunction student self-reflection. Using Mixed Methods Research (MMR) approach, analysed data generated from Turnitin reports, our grading rubrics, qualitative The findings show that incorporating self-reflection into supports ethical use improves transparency lecturers need decision-making. A declaration form allowed be upfront about using Generative Artificial Intelligence tools. We found who can reflect on their learning relied less content. However, high detected scores (> 20%) did adequately how tools supported could give credible explanations use. contribute body knowledge by providing academics examples responsibly handling AI-detected large-class settings. present guided an support help make decisions when grading. also decision tree graders evaluating assessments.

Язык: Английский

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Enhancing Critical Thinking with Gen AI: A Literature Review

Buletin Edukasi Indonesia, Год журнала: 2025, Номер 4(01), С. 40 - 46

Опубликована: Март 16, 2025

The emergence of generative artificial intelligence (Gen AI) has sparked transformative changes across educational landscapes, with critical thinking emerging as a central skill enhanced by these technologies. This literature review explores the adoption and application Gen AI tools, such ChatGPT AI-enhanced systems, in fostering skills within higher education. Synthesizing recent research, examines role collaborative learning, academic writing, innovative pedagogical approaches, highlighting its ability to support soft development, enhance peer-based learning frameworks, redefine assessment practices. Using thematic analysis approach, this study categorizes findings into areas, including developing cognitive skills, potential, integration future-ready frameworks. While tools offer unprecedented opportunities for creativity, accessibility, engagement, they also present challenges, bias, ethical considerations, reliance on AI-generated outputs. concludes outlining future research directions, emphasizing need stakeholder-driven frameworks fully leverage AI’s potential while safeguarding responsible use contexts. underscores nurturing 21st-century calls continued interdisciplinary inquiry navigate complex implications.

Язык: Английский

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Socially shared regulation of learning and artificial intelligence: Opportunities to support socially shared regulation

Education and Information Technologies, Год журнала: 2025, Номер unknown

Опубликована: Янв. 3, 2025

Язык: Английский

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Developing Students' Higher-Order Thinking Skills With Generative AI Insights and Strategies From a Case Study

Advances in computational intelligence and robotics book series, Год журнала: 2025, Номер unknown, С. 411 - 428

Опубликована: Март 13, 2025

Traditional educational settings often struggle to effectively support the development of higher-order thinking skills (HOTS). Collaborative argumentation has proven foster these skills, and Generative Artificial Intelligence (GenAI) may further enhance tasks. This case study investigates students' perceptions GenAI-assisted collaborative in a graduate Digital Education course. Thirty-six students engaged ChatGPT-4-supported via Discord, followed by interviews. Through inductive deductive thematic analysis, findings revealed that GenAI significantly aids deconstructing complex problems, evaluating arguments, generating creative solutions while enhancing self-regulation reflection. Challenges like over-reliance on AI, cognitive overload, biases within AI were identified. highlights need for instructional strategies balance use with cultivation critical, creative, self-regulated ensuring stay adept an AI-driven landscape.

Язык: Английский

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The INSPIRE framework for transformative and inclusive education: a case study of the science faculty at a Commonwealth university

Quality Assurance in Education, Год журнала: 2025, Номер unknown

Опубликована: Апрель 14, 2025

Purpose This study aims to examine the development and implementation of INSPIRE (Integrating New Strategies for Performance in Inclusive Reflective Education) framework within a university’s Science Faculty across various instructional modalities enhance student outcomes uphold assessment integrity. Design/methodology/approach action research-informed case evaluated effectiveness reducing failure improving engagement by comparing two periods: pre-INSPIRE phase, with traditional teaching methods, high rates limited support, INSPIRE-driven which introduced adaptive assessments, AI-enhanced learning tools inclusive education strategies. Data from performance records, faculty reports surveys were analyzed using mixed-methods approach assess changes departments modalities. Institutional reports, including examiners’ meeting minutes academic board discussions, examined alongside semistructured interviews students triangulate findings identify challenges. Findings led 4.5-fold reduction high-failure courses, significant improvements engagement, integrity equity-driven support mechanisms. Online hybrid environments exhibited most substantial gains, benefiting assessments AI-powered tools, while face-to-face instruction required further enhancements active methodologies. Originality/value advances discourse on evidence-based educational reforms, demonstrating potential structured, iterative interventions transform learning. serves as scalable model institutions seeking success.

Язык: Английский

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Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills

Behavioral Sciences, Год журнала: 2024, Номер 14(11), С. 1008 - 1008

Опубликована: Окт. 30, 2024

Artificial Intelligence (AI) technology, particularly generative AI, has positively impacted education by enhancing mathematics instruction with personalized learning experiences and improved data analysis. Nonetheless, variations in AI literacy, trust dependency on these technologies among teachers can significantly influence their development of 21st-century skills such as self-confidence, problem-solving, critical thinking, creative collaboration. This study aims to identify distinct profiles trust, examines how correlate the aforementioned skills. Using a cross-sectional research design, collected from 489 China. A robust three-step latent profile analysis method was utilized analyze data. The revealed five literacy teachers: (1) Basic Engagement; (2) Developing Literacy, Skeptical AI; (3) Balanced Competence; (4) Advanced Integration; (5) Expertise Confidence. found that an increase directly correlates decrease findings underscore need for careful integration educational settings. Excessive reliance lead detrimental dependencies, which may hinder essential contributes existing literature providing empirical evidence impact professional teachers. It also offers practical implications policymakers institutions consider balanced approaches integration, ensuring enhances rather than replaces thinking problem-solving capacities educators.

Язык: Английский

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Harnessing Artificial Intelligence in Generative Content for enhancing motivation in learning

Learning and Individual Differences, Год журнала: 2024, Номер unknown, С. 102547 - 102547

Опубликована: Сен. 1, 2024

Язык: Английский

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AI-Powered E-Learning for Lifelong Learners: Impact on Performance and Knowledge Application

Sustainability, Год журнала: 2024, Номер 16(20), С. 9066 - 9066

Опубликована: Окт. 19, 2024

The widespread integration of artificial intelligence (AI) technologies, such as generative AI tools like ChatGPT, in education and workplaces requires a clear understanding the factors that influence their adoption effectiveness. This study explores how ease using tools, ability to apply knowledge gained from them, users’ confidence learning with impact individuals’ performance frequency use. We also examine these affect academic success job among adults engaged lifelong learning. Using data 300 participants analyzed Partial Least Squares Structural Equation Modeling (PLS-SEM), we found that, when are easy use, individuals experience greater benefits more likely use them regularly. Applying enhances both personal usage frequency. Additionally, having one’s learn leads significant improvements outcomes an increased tools. These findings highlight importance designing user-friendly promoting practical application AI-generated knowledge, building maximize AI. Educators, policymakers, developers can insights develop strategies enhance through effective integration. Future research should consider other influencing employ longitudinal studies further validate findings.

Язык: Английский

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AI ethics as a complex and multifaceted challenge: decoding educators’ AI ethics alignment through the lens of activity theory

International Journal of Educational Technology in Higher Education, Год журнала: 2024, Номер 21(1)

Опубликована: Дек. 15, 2024

Abstract This study explores university educators’ perspectives on their alignment with artificial intelligence (AI) ethics, considering activity theory (AT), which forms the theoretical underpinning of this study. To do so, 37 educators from a higher education institution were selected to write metaphors about AI ethics alignment, out 11 attended semi-structured interviews, in they answered some questions and narrated experiences. The reveals diverse often contradictory highlighting general lack awareness inconsistent application ethical principles. Some metaphorised as fundamental but difficult understand, while others pointed difficulties regulating violations. findings highlight need for targeted professional development collaborative policy making multidisciplinary approach promote use education. also calls stronger between personal standards institutional norms reduce AI-related risks educational settings.

Язык: Английский

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