A ChatGPT-AIPSS Approach for SDGs: Classroom Engagement and Collective Efficacy of Students with Different Levels of Critical Thinking
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| Title: | A ChatGPT-AIPSS Approach for SDGs: Classroom Engagement and Collective Efficacy of Students with Different Levels of Critical Thinking |
|---|---|
| Language: | English |
| Authors: | Wei Li, Jia-Wei Ji, Judy C. R. Tseng, Cheng-Ye Liu, Ji-Yi Huang, Hai-Ying Liu, Mo Zhou |
| Source: | Educational Technology & Society. 2025 28(1):301-318. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 11 |
| Descriptors: | Learner Engagement, Self Efficacy, Critical Thinking, Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Instructional Effectiveness, High School Students, Teaching Methods, Web Sites, Grade 11, Foreign Countries |
| Geographic Terms: | Taiwan |
| DOI: | 10.30191/ETS.202501_28(1).TP05 |
| ISSN: | 1176-3647 1436-4522 |
| Abstract: | Education is an important way to achieve global Sustainable Development Goals (SDGs), while classroom engagement and collective efficacy are key factors that influence SDG learning outcomes. However, students' in-depth thinking could be limited when they apply to search engines such as Google to support their learning of SDG-related topics. Large language models (LLMs) like ChatGPT show great potential to overcome the challenges. However, critical thinking is essential for the effective use of ChatGPT, and students with different levels of critical thinking may vary in classroom engagement and collective efficacy. Therefore, the study proposed the ChatGPT-AIPSS learning approach for an SDG course. A 6-week experiment was conducted to evaluate the effectiveness of the approach for students with different critical thinking levels. Ninety-three high school students were divided into an experimental group (learning with the ChatGPT-AIPSS approach) and a control group (learning with the Google-AIPSS approach). The results showed that learning approach and critical thinking level interacted with classroom engagement and collective efficacy. The ChatGPT-AIPSS approach significantly increased students' critical thinking tendencies, classroom engagement, and collective efficacy, and was more effective for students with high levels of critical thinking. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462574 |
| Database: | ERIC |
| Abstract: | Education is an important way to achieve global Sustainable Development Goals (SDGs), while classroom engagement and collective efficacy are key factors that influence SDG learning outcomes. However, students' in-depth thinking could be limited when they apply to search engines such as Google to support their learning of SDG-related topics. Large language models (LLMs) like ChatGPT show great potential to overcome the challenges. However, critical thinking is essential for the effective use of ChatGPT, and students with different levels of critical thinking may vary in classroom engagement and collective efficacy. Therefore, the study proposed the ChatGPT-AIPSS learning approach for an SDG course. A 6-week experiment was conducted to evaluate the effectiveness of the approach for students with different critical thinking levels. Ninety-three high school students were divided into an experimental group (learning with the ChatGPT-AIPSS approach) and a control group (learning with the Google-AIPSS approach). The results showed that learning approach and critical thinking level interacted with classroom engagement and collective efficacy. The ChatGPT-AIPSS approach significantly increased students' critical thinking tendencies, classroom engagement, and collective efficacy, and was more effective for students with high levels of critical thinking. |
|---|---|
| ISSN: | 1176-3647 1436-4522 |
| DOI: | 10.30191/ETS.202501_28(1).TP05 |
