Abstract
This study investigates the impact of AGI (Artificial General Intelligence)-assisted PBL (Project-Based Learning) on students' higher order thinking and self-efficacy. Based on input from 17 experts, four key roles of AGI in supporting PBL were identified: information retrieval, information processing, information generation, and feedback evaluation. An educational experiment was then conducted with 198 eighth-grade students from two middle schools in China, using a pre-test and post-test design. The students were divided into three groups: Experimental Group A (AGI-assisted PBL), Control Group B (PBL without AGI assistance), and Control Group C (traditional teaching methods). A scale was administered to assess students' higher order thinking and self-efficacy before and after the experiment. Additionally, semi-structured interviews were conducted with 12 students from Experimental Group A to gather qualitative data on their perceptions of AGI-assisted PBL. The results indicated that students in Experimental Group A had significantly higher scores in higher order thinking and self-efficacy compared to those in Control Groups B and C, demonstrating the positive impact of AGI in supporting PBL learning. Copyright © 2024 IEEE.
Original language | English |
---|---|
Pages (from-to) | 2207-2214 |
Journal | IEEE Transactions on Learning Technologies |
Volume | 17 |
Early online date | Oct 2024 |
DOIs | |
Publication status | Published - 2024 |
Citation
Zheng, R., Xu, H., Wang, M., & Lu, J. (2024). The impact of artificial general intelligence-assisted project-based learning on students’ higher order thinking and self-efficacy. IEEE Transactions on Learning Technologies, 17, 2207-2214. https://doi.org/10.1109/TLT.2024.3488086Keywords
- Artificial general intelligence (AGI)
- Higher order thinking
- Project-based learning (PBL)
- Self-efficacy