Investigating the Use of ChatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students
Saved in:
| Title: | Investigating the Use of ChatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students |
|---|---|
| Language: | English |
| Authors: | Mario de la Puente (ORCID |
| Source: | Smart Learning Environments. 2024 11. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Computer Uses in Education, Critical Thinking, Persuasive Discourse, Skill Development, International Relations, Debate, Undergraduate Students, Natural Language Processing, Outcomes of Education, Technology Integration, Developing Nations, Evidence Based Practice |
| DOI: | 10.1186/s40561-024-00347-0 |
| ISSN: | 2196-7091 |
| Abstract: | This study investigated the effectiveness of using ChatGPT, a large language model (LLM), to enhance critical thinking and argumentation skills among undergraduate students studying international relations in a developing nation context. A total of 95 participants were randomly assigned to an experimental group (n = 48) and a control group (n = 47). The experimental group engaged in debate sessions using ChatGPT, while the control group participated in traditional debate sessions. Pre-test and post-test assessments were conducted to measure the participants' critical thinking and argumentation skills. The results revealed that the use of ChatGPT significantly improved students' understanding of complex concepts, critical thinking, and argumentation skills compared to traditional debate methods. The findings suggest that integrating LLMs into existing educational curricula may be an effective strategy for enhancing students' critical thinking and argumentation skills in resource-constrained settings. However, the challenges and limitations associated with the use of LLMs in developing nations should be carefully considered. The study contributes to the growing body of research on the application of AI-powered tools in education and informs the development of evidence-based practices and policies for integrating LLMs into educational curricula. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451139 |
| Database: | ERIC |
| Abstract: | This study investigated the effectiveness of using ChatGPT, a large language model (LLM), to enhance critical thinking and argumentation skills among undergraduate students studying international relations in a developing nation context. A total of 95 participants were randomly assigned to an experimental group (n = 48) and a control group (n = 47). The experimental group engaged in debate sessions using ChatGPT, while the control group participated in traditional debate sessions. Pre-test and post-test assessments were conducted to measure the participants' critical thinking and argumentation skills. The results revealed that the use of ChatGPT significantly improved students' understanding of complex concepts, critical thinking, and argumentation skills compared to traditional debate methods. The findings suggest that integrating LLMs into existing educational curricula may be an effective strategy for enhancing students' critical thinking and argumentation skills in resource-constrained settings. However, the challenges and limitations associated with the use of LLMs in developing nations should be carefully considered. The study contributes to the growing body of research on the application of AI-powered tools in education and informs the development of evidence-based practices and policies for integrating LLMs into educational curricula. |
|---|---|
| ISSN: | 2196-7091 |
| DOI: | 10.1186/s40561-024-00347-0 |
