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Challenge <p>In engineering classrooms, generative artificial intelligence (AI) tools, such as ChatGPT, can supplement traditional teaching methods and have the potential to improve learning outcomes. However, there are also significant drawbacks, including the possibility of over-reliance on the tools and the hindrance of critical thinking, which can lead students to accept incorrect AI-generated answers.</p> Novel Initiative <p>To address this challenge, we created two classroom exercises to illustrate the strengths and weaknesses of ChatGPT in biomedical scientific research and writing. In these exercises, students (n=68) first tested the accuracy of ChatGPT and then evaluated ChatGPT as a tool for scientific writing and ideation. Students then completed a problem-based learning (PBL) project, with the option to use ChatGPT as needed. To assess the efficacy of the assignments, students completed a short survey after the learning modules, and they were also asked to describe their use of ChatGPT for the PBL project.</p> Reflection <p>Survey results (n=31) indicated that the assignments increased understanding of the strengths/weaknesses of ChatGPT (<i>p</i> = 0.00096), helped students learn how to use ChatGPT more effectively (<i>p</i> = 0.003), and made them less trusting of ChatGPT responses (<i>p</i> = 0.008). Regarding the PBL project, comments suggested that students learned that ChatGPT is suitable for use, but only in specific situations related to design processes, such as ideation. Overall, these results suggest that having students complete introductory assignments on the use of generative AI tools can impact how and when those tools are utilized and increase critical thinking while using them.</p>

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Fostering Critical Thinking During Use of Generative AI: A Novel Learning Module for Ideation in Biomedical Engineering Design

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Christine E. King,
  • Beth A. Lopour

摘要

Challenge

In engineering classrooms, generative artificial intelligence (AI) tools, such as ChatGPT, can supplement traditional teaching methods and have the potential to improve learning outcomes. However, there are also significant drawbacks, including the possibility of over-reliance on the tools and the hindrance of critical thinking, which can lead students to accept incorrect AI-generated answers.

Novel Initiative

To address this challenge, we created two classroom exercises to illustrate the strengths and weaknesses of ChatGPT in biomedical scientific research and writing. In these exercises, students (n=68) first tested the accuracy of ChatGPT and then evaluated ChatGPT as a tool for scientific writing and ideation. Students then completed a problem-based learning (PBL) project, with the option to use ChatGPT as needed. To assess the efficacy of the assignments, students completed a short survey after the learning modules, and they were also asked to describe their use of ChatGPT for the PBL project.

Reflection

Survey results (n=31) indicated that the assignments increased understanding of the strengths/weaknesses of ChatGPT (p = 0.00096), helped students learn how to use ChatGPT more effectively (p = 0.003), and made them less trusting of ChatGPT responses (p = 0.008). Regarding the PBL project, comments suggested that students learned that ChatGPT is suitable for use, but only in specific situations related to design processes, such as ideation. Overall, these results suggest that having students complete introductory assignments on the use of generative AI tools can impact how and when those tools are utilized and increase critical thinking while using them.