Students reported significant perceived gains in abstract and critical thinking, with other higher-order thinking effects ambiguous¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-post comparisons showed significant increases in students' perceptions of the course's positive effects on their abstract thinking and critical thinking. → Jifan Yu 2024 q2 i? The course's impact on other higher-order thinking skills remained ambiguous, with students noting a lack of deep thinking and discussion opportunities. → Jifan Yu 2024 (2)

Evidence¶

Jifan Yu 2024¶

Jifan Yu, Zheyuan Zhang, Daniel Zhang-li, Shangqing Tu, Zhanxin Hao, Ruimiao Li, Haoxuan Li, Yuanchun Wang, Hanming Li, Linlu Gong, Jie Cao, Jiayin Lin, Jinchang Zhou, Fei Qin, Haohua Wang, Jianxiao Jiang, Lijun Deng, Yisi Zhan, Chaojun Xiao, Xusheng Dai, Xuan Yan, Nianyi Lin, Nan Zhang, Ruixin Ni, Yang Dang, Lei Hou, Yu Zhang, Xu Han, Manli Li, Juanzi Li, Zhiyuan Liu, Huiqin Liu, Maosong Sun. (2024). From MOOC to MAIC: Reshaping Online Teaching and Learning through LLM-driven Agents. Preprint. Under review. https://arxiv.org/abs/2409.03512 doi:10.48550/arxiv.2409.03512

q2 · i? · design · r2

Pre- and post-course questionnaires on perceived higher-order thinking in the MAIC pilot. The article reports 'significant increases in students' perceptions of the positive effects of the course on their abstract thinking (t = 2.32,p = 0.02) and critical thinking (t = 2.37,p = 0.02).' These are perceptions, not measured abilities.

"Comparative analyses and t-test results showed significant increases in students' perceptions of the positive effects of the course on their abstract thinking (t = 2.32,p = 0.02) and critical thinking (t = 2.37,p = 0.02)."

Jifan Yu 2024 (2)¶

Jifan Yu, Zheyuan Zhang, Daniel Zhang-li, Shangqing Tu, Zhanxin Hao, Ruimiao Li, Haoxuan Li, Yuanchun Wang, Hanming Li, Linlu Gong, Jie Cao, Jiayin Lin, Jinchang Zhou, Fei Qin, Haohua Wang, Jianxiao Jiang, Lijun Deng, Yisi Zhan, Chaojun Xiao, Xusheng Dai, Xuan Yan, Nianyi Lin, Nan Zhang, Ruixin Ni, Yang Dang, Lei Hou, Yu Zhang, Xu Han, Manli Li, Juanzi Li, Zhiyuan Liu, Huiqin Liu, Maosong Sun. (2024). From MOOC to MAIC: Reshaping Online Teaching and Learning through LLM-driven Agents. Preprint. Under review. https://arxiv.org/abs/2409.03512

q2 · i? · design · r2

Interview data from the MAIC pilot: several students 'noted a lack of deep thinking and discussion opportunities in the course,' contrasting MAIC with real classrooms where teachers offer further explanation after class.

"However, the course's impact on other higher-order thinking skills remained ambiguous."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

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