Student interaction with ChatGPT can promote complex critical thinking skills

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-12 DOI:10.1016/j.learninstruc.2024.102011

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引用次数: 0

Abstract

Background

The widespread adoption of AI-based chatbots has revolutionized the interaction between individuals and machines, providing personalized and immediate responses. Within the educational sector, students increasingly rely on ChatGPT to address academic challenges, but the consequences of this interaction on critical thinking abilities are not well understood. This study aims to explore the relationship between factors such as attitudes and trust towards AI, engagement, knowledge, and the ability to solve complex critical thinking in a sample of Italian students.

Methods

Two hundred and thirteen students completed self-report questionnaires and performance measures on the Critical Reasoning Assessment.

Results

The results highlighted significant relationships among the variables considered, emphasizing a direct impact of attitude and trust on knowledge and engagement with AI. Furthermore, engagement proved to have a particularly significant impact on critical thinking performance compared to knowledge.

Conclusions

These findings are relevant in the educational context, suggesting that interaction with AI-based chatbots can be a valuable resource for the development of students' critical thinking skills. However, it is emphasized the importance of adopting an educational approach that fosters active engagement and in-depth understanding to promote the critical analysis of information provided by AI-based chatbots.

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学生与 ChatGPT 的互动可促进复杂的批判性思维能力

背景基于人工智能的聊天机器人的广泛应用彻底改变了个人与机器之间的互动，为人们提供了个性化的即时回复。在教育领域，学生们越来越多地依赖聊天机器人来解决学术难题，但这种互动对批判性思维能力的影响却不甚了解。本研究旨在以意大利学生为样本，探讨对人工智能的态度和信任、参与度、知识和解决复杂批判性思维能力等因素之间的关系。结果研究结果表明，所考虑的变量之间存在显著关系，强调了态度和信任对人工智能知识和参与度的直接影响。此外，与知识相比，参与对批判性思维成绩的影响尤为显著。结论这些研究结果与教育相关，表明与基于人工智能的聊天机器人的互动可以成为培养学生批判性思维能力的宝贵资源。不过，需要强调的是，必须采用一种促进积极参与和深入理解的教育方法，以促进对人工智能聊天机器人提供的信息进行批判性分析。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.