Using AI assistants in higher education: The role of critical thinking
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Autor:in (Körperschaft)
Publikationsdatum
2024
Typ der Arbeit
Studiengang
Typ
04B - Beitrag Konferenzschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
EDULEARN24 Proceedings
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
656-665
Patentnummer
Verlag / Herausgebende Institution
International Academy of Technology, Education and Development (IATED)
Verlagsort / Veranstaltungsort
Palma de Mallorca
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Student’s use of AI assistants gradually becoming a reality in higher education (Crompton and Burke, 2023; von Garrel and Mayer, 2023), and is reshaping teaching and learning methods. Critical thinking is a key skill to harness AI's potential to improve learning processes and outcomes (Rusandi et al., 2023). Therefore, in this paper we argue that critical thinking, defined as the ability to “raise vital questions and problems, formulate them clearly, gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others” (Duron et al., 2006, p. 160), is crucial for students navigating the challenges introduced by AI technologies. Critical thinking can enable students to evaluate the quality of information provided by AI tools, to assess biases, identify limitations, and make informed decisions regarding the application of AI assistants.
After a brief theoretical overview of critical thinking in the age of AI, the paper outlines the learning design of a module on critical thinking, including an introduction to the workings of curative and generative AI, conducted for undergraduate business students at a Swiss university of applied sciences. During the course, students engaged in guided exercises with selected AI tools, followed by in-depth discussion and reflection on the user experiences and outputs generated by the AI. Before and after the AI-related teaching interventions, students were surveyed about their use of and attitudes towards AI tools. Moreover, the paper presents initial findings from the survey (n=85), highlighting differences in frequency of use and attitudes towards AI assistants.
The results suggest that students tend to incorporate AI tools into their academic routines, regardless of instructional intervention. However, even small-scale interventions contribute to a noticeably more critical attitude towards AI tools, addressing concerns and narrowing the gap between AI pioneers and late adopters within the student cohort. While the results of this pilot study cannot be generalized, they provide a good indication of the importance of fostering critical thinking skills in the use of AI assistants in learning processes.
In conclusion, this paper illustrates how even small-scale interventions that promote critical thinking can empower students to critically evaluate AI output, engage in meaningful interactions with AI tools, and use AI assistants in ways that enhance their learning experience. We outline our future research initiatives and suggest that critical thinking should be integrated into higher education curricula as a core skill to enhance students' understanding of AI assistants, enabling them to use AI tools effectively, but also in a responsible and informed way.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Edulearn24. 16th annual International Conference on Education and New Learning Technologies
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
978-84-09-62938-1
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
Jäger, J., Richter, S.-L., & Spasova, T. (2024). Using AI assistants in higher education: The role of critical thinking. In L. Gómez Chova, C. González Martínez, & J. Lees (Eds.), EDULEARN24 Proceedings (pp. 656–665). International Academy of Technology, Education and Development (IATED). https://doi.org/10.21125/edulearn.2024.0237