The Relationship Between Chatgpt Usage and Critical Thinking Disposition Skills Among University Students

Abstract

Generative artificial intelligence (AI) is rapidly transforming the way students learn in higher education, particularly with the advent of ChatGPT. University students are increasingly using ChatGPT for information, idea generation, text production, problem-solving, and to seek assistance with assignments. Recent research shows that the use of ChatGPT among university students has significantly increased, with surveys indicating that over 90% of students have utilized generative AI tools for their studies. This research examines the relationship between the use of ChatGPT with critical thinking disposition skills among University students. Critical thinking is a process of analyzing information, evaluating arguments, making decisions and judgments, problem solving, and reflecting on evidence to reach conclusions. The use of ChatGPT can offer students individualized learning, instant feedback, and cognitive assistance, but it remains unclear if it can boost students' critical thinking abilities. Properly and critically leveraging ChatGPT could support students' analytical and logical thinking skills and problem-solving capabilities, as it might encourage them to think about various perspectives and evaluate the generated texts or responses. However, other studies caution that relying too much on ChatGPT might decrease independent thinking, intellectual effort, and active engagement with material. AI research studies have revealed that over-reliance on AI-generated responses can result in superficial learning, reduced originality, memory problems, and diminished critical thinking abilities. Educational and cognitive science research indicate that there may be a negative impact on the analytical thinking of students who directly use AI tools without questioning or evaluating the content generated by the AI.Educational and cognitive science research also suggests that students who heavily rely on AI tools and tools may have a lower level of analytical thinking than students who question or evaluate the content produced by the AI tool. The study employed a quantitative correlational research design to examine the frequency of the students' use of ChatGPT and the relationship between the frequency of using ChatGPT and their critical thinking disposition abilities at the university level. The data are collected with a semi structured questionnaire that includes items for students' frequency of academic use of ChatGPT and critical thinking skills including analysis, inference, evaluation, interpretation and self-regulation. The strength and direction of the relationship between these factors were analyzed using statistical methods. The findings should provide insight into the impact of ChatGPT on the development of advanced thinking skills and the potential pitfalls of relying too heavily on AI in education. This research extends the body of literature on AI learning by highlighting the importance of responsible and conscious use of ChatGPT in higher education. Furthermore, the results could inform the development of educational practices, policy, and leadership that are effective in implementing AI tools while supporting and strengthening student critical thinking skills.