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Facilitator or hindrance? The impact of AI on university students' higher-order thinking skills in complex problem solving

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Publicado en:International Journal of Educational Technology in Higher Education vol. 22, no. 1 (Dec 2025), p. 39
Autor principal: Du, Xing
Otros Autores: Du, Mingcheng, Zhou, Zihan, Bai, Yiming
Publicado:
Springer Nature B.V.
Materias:
Problem solving
Teaching methods
Skills
University students
Design education
Cognitive ability
Chatbots
Cognition & reasoning
Efficiency
Colleges & universities
Tutoring
Education
Knowledge
Personalized learning
Decision making
Multidimensional data
Critical thinking
Interconnections
Higher education
Plagiarism
Privacy
Network analysis
Sketches
Students
Artificial intelligence
Design of experiments
Creativity
Adaptive learning
College students
Methodological problems
Research design
Thinking skills
Usefulness
Teaching
Learning
Complexity
Learning outcomes
Educational Research
Cognitive Processes
Academic Achievement
Information Dissemination
Educational Environment
Learner Engagement
Cognitive Development
Educational Strategies
Abstract Reasoning
Information Retrieval
Intelligent Tutoring Systems
Influence of Technology
Creative Thinking
Educational Technology
Cheating
Information Processing
Data Processing
Educational Experience
Acceso en línea:Citation/Abstract
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Resumen:Artificial Intelligence (AI) is increasingly permeating education, enhancing teaching efficiency and enriching personalized learning experiences. However, integrating AI without compromising students' independent thinking remains a challenge. Using ChatGPT-4o as an example, this study employed a within-subject experimental design to examine AI’s impact on university students' higher-order thinking skills (HOTS) and task outcomes in complex problem-solving. Based on the design problem context, the research constructed diverse task modules encompassing complex problem-solving processes, collected multidimensional data from 40 students, and analyzed using epistemic network analysis and consensus assessment techniques. The results indicate that AI slightly enhances the originality and usefulness of design sketches and significantly increases the number of HOTS used and the diversity of their interconnections. The study further categorizes students by their degree of AI influence, revealing that those more influenced by AI incorporate more personal thinking, use more HOTS, and exhibit richer interconnections among these skills. This research provides empirical evidence on AI's role in fostering HOTS and provides guidance on the integration of AI to enhance students' independent thinking in education.
ISSN:2365-9440
1698-580X
DOI:10.1186/s41239-025-00534-0
Fuente:Political Science Database