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Unveiling the Efficacy of ChatGPT in Evaluating Critical Thinking Skills through Peer Feedback Analysis: Leveraging Existing Classification Criteria
“This study investigates the potential of using ChatGPT, a large language model, to assess students’ critical thinking in online peer feedback. With the rapid development of technology, big language models, such as ChatGPT, have made significant progress in natural language processing in recent years and have good potential for application in teaching evaluation and feedback. However, can generative AI help educational practitioners in teaching and learning? How to accurately assess students’ critical thinking using generative AI remains a challenging task. This study investigates whether ChatGPT can effectively evaluate critical thinking using established coding systems. By comparing the consistency and accuracy of manual coding with ChatGPT coding in online peer feedback texts, it clarifies how ChatGPT processes online peer feedback data and conducts assessments. Through a comprehensive analysis employing various metrics including precision, recall, F1 score, and a confusion matrix, we assess ChatGPT’s performance. Additionally, we group students and analyze how ChatGPT’s assessments relate to their critical thinking levels. Our findings suggest that the ChatGPT demonstrated some ability to assess higher dimensions of critical thinking, but showed limitations in assessing the more granular secondary dimensions under the higher dimensions of critical thinking. However for this kind of granular assessment will more accurately capture the level of learning critical thinking. Surprisingly, ChatGPT’s evaluations are not influenced by students’ critical thinking levels. This study underscores ChatGPT’s potential in automating critical thinking assessment at scale, alleviating the burden on educators and enhancing understanding of critical thinking in peer feedback.”
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Programming Fun(damentals): Using commercial video games to teach basic coding to adult learners
“The acquisition of computational thinking and coding skills is of special significance in helping adult learners keep pace with a new context where those skills are required for many parts of the workforce. However, there is an agreement in the scientific literature that important challenges exist, such as keeping student engagement and the requirement of developing problem-solving skills, and not just learning the code syntax. The inclusion of digital Game-Based Learning (GBL) has shown great potential. To better understand how it can be helpful to adult learners in STEM degrees, a study was conducted on the application of two very popular commercial video games in different introductory programming courses at an online university, during the introduction of basic programming topics (CS1). The methods combined a descriptive qualitative and a quantitative approach, using a reflective journals and questionnaires, which helped students consider and express their experiences, how they interacted with the games, how the games helped them better understand the topics, and realize their personal progress and potential. Results showed that the use of these games as educational resources had a positive impact in their engagement and sense of self-efficacy, but only if some important instructional considerations are taken into account.”
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Higher Education in the New Reality: A Study of Students’ Preferences About Digital Learning in Mexico
“Due to the COVID-19 pandemic, higher education students had to switch to online classes to avoid infections, so universities had to adapt to a situation known as emergency remote education and had to provide digital content to simulate the traditional classroom experience. Now, as we transition from the pandemic, returning to in-person education has been a challenge. This period, often referred to as the “new normal,” is characterized by a mix of in-person and digital learning. Therefore, it is necessary to evaluate students’ preferences for digital education in this new educational landscape. In this exploratory empirical study, the preferences of undergraduate students at a private university in Mexico were evaluated through a survey. This survey was applied by the Directorate of Educational Innovation and Digital Learning through institutional means in September 2022. It had multiple-choice questions and an open final question. A total of 2725 responses were obtained. Student responses were analyzed using a mixed methods methodology. Responses to multiple-choice questions were analyzed quantitatively using descriptive statistics, while responses to open-ended questions were analyzed using content analysis. The results show that although students prefer academic programs with 80 to 100% in-person, they also prefer digital or remote classes. This preference is highlighted by students who work and study simultaneously. These studies show that the hybrid and flexible format (HyFlex) can take off in this new normal. However, more studies are required to demonstrate its effectiveness in learning.”
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The Emergence and Progression of AI in Comparative and International Education
“The history and evolution of AI reveal many twists and turns, but a consistent thread in the story of AI is the humans’ fascination to (re)create intelligence in their own image. Ancient myths of intelligent machines serving humans in their mundane or ambitious undertakings stored in human imagination and consciousness throughout the centuries have infused modern attempts at creating machines capable of displaying intelligence comparable with those of their human creators. In this process, humans have brought to bear cognitive science, psychology, philosophy, technology, and computer science to tinker at the intersection between human biology and neuroscience with computer programming, software and hardware to breathe life into the enduring, yet still elusive, captivation with the AI machine. This history is replete with cautionary tales for education in general and comparative and international education in particular, as AI systems and platforms are attempting to (re)shape the educational landscape with important consequences for the foreseeable future.”
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