The integration of Artificial Intelligence (AI) tools into classrooms has sparked a blend of enthusiasm, apprehension and debate among educators and policymakers alike. As students become more familiar with using technology-driven solutions, it is feared they may become overly reliant on AI, potentially diminishing their critical thinking and problem-solving skills. In her presentation at the Redesigning Pedagogy International Conference 2024, Ms Low Xin Yee from Queensway Secondary School shares insights into her study that seeks to explore how ChatGPT can be used to enhance critical thinking skills among students of different profiles. 

Empowering Students to Use AI Responsibly

Recent advancements in education technology have seen schools increasingly begin to integrate Artificial Intelligence (AI) tools in teaching and learning. In Singapore, generative AI tools are being used by students to source information, detect language errors in their own work and obtain personalized feedback.

However, the increasing sophistication of generative AI tools such as ChatGPT has led educators to raise concerns that the tools may pose a risk to the development of students’ critical competencies as well as academic integrity.

“When students simply pass off AI-generated content as their own work, this constitutes plagiarism,” Ms Low Xin Yee, a Senior Teacher/Chinese Language at Queensway Secondary School, notes. “Students are also less likely to apply their critical thinking skills and be fully engaged in the learning process if they use AI in an irresponsible manner.”

With a focus on gaining a better understanding of how generative AI tools, more specifically, ChatGPT, can nurture students’ critical thinking skills and how different student profiles can affect student’s learning when using those tools, Xin Yee embarked on a research study that involved Secondary 3 Chinese Language students from a mix of Express and Normal (Academic) classes.

“We hope to develop strategies that can nurture students’ critical competencies and at the same time, address pertinent issues such as plagiarism, educating students on the responsible use of AI tools, and developing students into critical thinkers,” she says.

Strategies to Foster Critical Thinking Skills

“The study was conducted during the students’ Chinese Language lessons,” Xin Yee shares. “They were told to get in groups of 3 and 4 and each group was assigned a research topic based on contemporary issues.”

One of the key tasks the students had to do was to present their opinions and viewpoints using the “Point, Elaboration, Examples, Link (PEEL)” format. They were given a month to conduct web research using ChatGPT and other online resources and write a script before presenting their arguments to their classmates.

The research study, she says, uses four strategies that aim to guide students in using ChatGPT responsibly. “The first step that teachers should take is to show students examples of PEEL paragraphs and the success criteria their written argument should meet. This can help them to key in effective prompts for ChatGPT and select the necessary information,” she explains.

The second step involves teachers explicitly teaching students how to process the ChatGPT output. This can include teachers keying in the prompts, selecting points relevant to the topic, and justifying the selection. Teachers then demonstrate how to structure the content into the PEEL format.

“This involves guiding students on how to find areas for improvement in the AI-generated content, as well as how to corroborate the information found from other online sources,” she comments.
For the third step, students are required to document their research process. “This is a strategy that not only makes student thinking visible, but is also a way to mitigate the problem of plagiarism,” she notes.

The last step involves teachers checking the research documentation completed by students and conducting group consultations to give feedback and support.

“The study culminates in students presenting their arguments while teachers evaluate each group’s presentation according to a rubric,” she shares. “The rubric includes assessment based on oral presentation, which forms the main component of the grade, research documents of all group members as well as peer evaluation.”

Students’ Response and Teacher Observations

A survey of the students involved in the study revealed that high progress learners have a more favourable perception of AI tools, recognizing their usefulness in idea generation and content preparation. These students reported heightened confidence in oral presentations and a more structured approach to crafting PEEL paragraphs.

Conversely, more low progress learners responded that they faced challenges such as identifying relevant AI-generated content and grappling with complex texts.

Teacher observations also show that students who have stronger language skills are able to understand the content generated by ChatGPT without much difficulty. “They are able to enhance the ChatGPT output and weave their own arguments into it, while low progress learners require additional assistance in processing and expanding upon AI-generated information,” Xin Yee elaborates.

Teacher observations of students’ learning motivation reveal that students who are more diligent and motivated learn better with AI.

“Though some of them are weak in the language, they put in effort to make sense of the content generated by ChatGPT with the help of translation tools. As a result, they can understand the content better and provide their own opinions,” she notes.

Those who are less motivated, on the other hand, did not put much effort into making sense of the content generated by ChatGPT. To engage such students, she recommends that teachers demonstrate and provide more guidance on the process of using ChatGPT and documentation of ideas.

“It is also important to let weaker students attempt the task given on their own before turning to AI. This will ensure that they think on their own first before getting direct answers from AI tools,” she says.

The Double-Edged Sword of AI In Education

Reflecting on the study and its findings, Xin Yee opines that AI tools can be double-edged swords. She advises that teachers take student readiness and student motivation into consideration when planning the use of educational technologies and AI.

“For those who are more diligent and have higher readiness in learning, technology and AI could enhance their thinking and deepen the depth of their understanding. However, those who possess lower motivation to learn may lack the drive to think independently,” she remarks.

There is a risk, she says, that students rely completely on AI tools and engage in less critical thinking. It is crucial, therefore, that teachers know how to adapt their teaching strategies to the evolving landscape of AI in education.

“Educators have the responsibility to nurture students so that they can thrive in an increasingly complex and interconnected world,” she asserts. “Through concerted efforts and strategic interventions, educators can pave the way for a future where all students, regardless of their proficiency levels, can reap the benefits of AI-driven learning experiences.”