Integration of Artificial Intelligence to Enhance Critical Learning in Thai Geography Courses for Social Studies Students through ChatGPT
Keywords:
ChatGPT, Critical Questioning, Thailand Geography, AI for Critical LearningAbstract
The goals of this study are to 1) create learning activities that use ChatGPT to help Thai geography students come up with better critical questions, 2) look at how well the students can use ChatGPT to come up with critical questions, and 3) find out what the students think about using ChatGPT in the learning process. This study uses both qualitative and quantitative methods and has a sample group of 30 first-year social studies students from the second semester of the 2025 academic year. The research tools include 1) a test of the capacity to ask important questions, 2) a survey of attitudes, and 3) a semi-structured interview. The study's results showed that students' ability to ask critical questions went up a lot (from 1.98 to 3.66 points, p < .01). Their ability to ask interpretive questions went up by 1.15 points, and their ability to ask factual questions went up by 0.42 points. Also, students had extremely positive things to say about utilizing ChatGPT (𝑥̅ = 4.51, S.D.= 0.52), notably about the benefits they got from it (𝑥̅ = 4.62, S.D.=0.49). The study shows that using ChatGPT as a collaborative learning tool can help people get better at coming up with important questions.
Downloads
References
Arcinas, M. M. (2024). “AI-enhanced peace education : AI's impact on student learning
practices in higher education.” In Impacts of AI on students and teachers in education 5.0. F. Mobo Ed. pp. 125–154. IGI Global.
Best, J. W. (1977). Research in education. 3rd ed. Prentice-Hall.
Brookfield, S. D. (2012). Teaching for critical thinking : Tools and techniques to help students question their assumptions. Jossey-Bass.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment.
Irfan, M., Murray, L. A., & Ali, S. (2023). “Integration of artificial intelligence in Academia : A case study of critical teaching and learning in higher education.” Global Social Sciences Review. 8(1) : 352–364.
Mayasari, N et al. (2024). “Effectiveness of using artificial intelligence learning tools and customized curriculum on improving students’ critical thinking skills in Indonesia.” The Eastasouth Journal of Learning and Educations. 2(2) : 111–118.
OECD. (2018). The future of education and skills : Education 2030. OECD Publishing.
OpenAI. (2023). “ChatGPT : Optimizing language models for dialogue.” [Online]. Available : https://openai.com/research Retrieved February 20, 2025.
Paul, R., & Elder, L. (2006). “Critical thinking : The nature of critical and creative thought.” Journal of Developmental Education. 30(2) : 34-35.
Paul, R. & Elder, L. (2014). The miniature guide to critical thinking concepts and Tools. 7th ed. Foundation for Critical Thinking.
Vygotsky, L. S. (1978). Mind in society : The development of higher psychology processes. Harvard University Press.
Zhai, X. (2022). “ChatGPT in education : Prospects and challenges.” AI and Education Journal. 3(4) : 45–52.
