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Can ChatGPT outperform college students in critical thinking skills during argumentation activities? A case study.

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Title: Can ChatGPT outperform college students in critical thinking skills during argumentation activities? A case study.
Authors: Chen, Xinya1 (AUTHOR), Liu, Jingge1 (AUTHOR), Liu, Yi'ao1 (AUTHOR), Xiang, Haibing1 (AUTHOR), Guo, Xiaoding2 (AUTHOR), Cai, Xiaobo3 (AUTHOR), Wang, Xiaowei1,3 (AUTHOR) wxw910928@sina.com
Source: Thinking Skills & Creativity. Sep2026, Vol. 61, pN.PAG-N.PAG. 1p.
Subject Terms: *Critical thinking, *College students, *Discourse, *Collaborative learning, *Educational technology, Argument, ChatGPT, Generative pre-trained transformers
Abstract: • Colleges students' critical thinking skills was compared with ChatGPT in the debate. • ChatGPT provided more information at the beginning of the debate. • Students showed higher level of critical thinking skills as the debate progressed. • ChatGPT showed more evaluation and rebuttals under the guidance of instructions. • Students generated a marginally greater number of new ideas than ChatGPT. Although ChatGPT has emerged as a promising educational tool that offers suitable scaffolding, its abilities regarding critical thinking skills remain unclear. Given that argumentation activities can cultivate critical thinking skills, this study compared the critical thinking skills of ChatGPT (GPT-4) with those of college students engaged in debates on specific topics. Students assigned to debate teams (pro and con) performed argumentation using the collaborative online platform "ShiMo"; ChatGPT was also tasked with generating a debate scenario, including both pro and con sides. Content analysis was used to evaluate the critical thinking skills of ChatGPT and the students. The findings indicated that ChatGPT outperformed college students in recognition, evaluation, and analysis during the early stage of debate, when a substantial amount of information was required. However, as the debate progressed, college students demonstrated higher levels of critical thinking skills, as reflected in their recognition, understanding, and analysis. Moreover, they generated slightly more new knowledge, perspectives, and strategies. By contrast, ChatGPT more extensively evaluated opposing viewpoints under instructional guidance throughout the process. These findings have several implications for research. ChatGPT can provide sufficient information for critical use, offer customized evaluations when given specific instructions, and generate new ideas by enhancing its affective elements. Meanwhile, both teachers and students should receive training to use ChatGPT effectively. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:• Colleges students' critical thinking skills was compared with ChatGPT in the debate. • ChatGPT provided more information at the beginning of the debate. • Students showed higher level of critical thinking skills as the debate progressed. • ChatGPT showed more evaluation and rebuttals under the guidance of instructions. • Students generated a marginally greater number of new ideas than ChatGPT. Although ChatGPT has emerged as a promising educational tool that offers suitable scaffolding, its abilities regarding critical thinking skills remain unclear. Given that argumentation activities can cultivate critical thinking skills, this study compared the critical thinking skills of ChatGPT (GPT-4) with those of college students engaged in debates on specific topics. Students assigned to debate teams (pro and con) performed argumentation using the collaborative online platform "ShiMo"; ChatGPT was also tasked with generating a debate scenario, including both pro and con sides. Content analysis was used to evaluate the critical thinking skills of ChatGPT and the students. The findings indicated that ChatGPT outperformed college students in recognition, evaluation, and analysis during the early stage of debate, when a substantial amount of information was required. However, as the debate progressed, college students demonstrated higher levels of critical thinking skills, as reflected in their recognition, understanding, and analysis. Moreover, they generated slightly more new knowledge, perspectives, and strategies. By contrast, ChatGPT more extensively evaluated opposing viewpoints under instructional guidance throughout the process. These findings have several implications for research. ChatGPT can provide sufficient information for critical use, offer customized evaluations when given specific instructions, and generate new ideas by enhancing its affective elements. Meanwhile, both teachers and students should receive training to use ChatGPT effectively. [ABSTRACT FROM AUTHOR]
ISSN:18711871
DOI:10.1016/j.tsc.2026.102166