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Publication Detailed Description
Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment
ICIS 2025 Proceedings
Year (definitive publication)
2025
Language
English
Country
United States of America
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Abstract
Generative AI (GenAI) tools are transforming higher education, but robust evidence of their pedagogical value is limited. This multi-site field experiment, based on Situated Cognition Theory, explores the impact of GenAI on learning and critical thinking at ten universities and polytechnics. Around 270 students were randomly assigned to an experimental group using licensed ChatGPT for a supervised task, or a control group using traditional resources. Tasks, aligned with local learning outcomes, were evaluated using a rubric assessing critical thinking, accuracy, coherence, and originality. Classroom observations and a post-task questionnaire further enriched the analysis. Preliminary results indicate that ChatGPT enhanced content comprehension and motivation, but many students struggled with evaluating AI reliability and creating effective prompts.
Acknowledgements
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Keywords
Generative AI,ChatGPT,Higher Education,Critical Thinking,Information Systems Educations
Fields of Science and Technology Classification
- Computer and Information Sciences - Natural Sciences
- Educational Sciences - Social Sciences
Contributions to the Sustainable Development Goals of the United Nations
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