Author Information
Thaweesin Amnuaiphanwilai, Naresuan University, ThailandWanchalearm Junsong, Naresuan University, Thailand
Abstract
This research investigated the integration of Generative AI (GenAI) in STEM project-based learning for 22 9th-grade students. The study aimed to develop usage guidelines, measure effects on analytical thinking and problem-solving, and create an instructional model. Findings revealed that all students (100%) used GenAI for project development, reporting high satisfaction (4.67 average) due to its ease of use. GenAI assisted in all project stages—from problem analysis to presentation—by aiding information retrieval, design, coding, and complex problem-solving. A key limitation identified by students was the need to verify GenAI's information for accuracy. The study confirmed GenAI's positive impact: students' post-instruction analytical thinking and problem-solving skills were significantly higher than pre-instruction (at the .05 statistical level). Furthermore, a five-stage instructional model (problem identification, planning, execution, artifact creation, presentation) using GenAI as a supporting tool was developed. Experts evaluated this model, which targets analytical skills and teamwork, as highly appropriate (4.36 average).
Paper Information
Conference: ACAH2026Stream: Teaching and Learning
This paper is part of the ACAH2026 Conference Proceedings (View)
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To cite this article:
Amnuaiphanwilai T., & Junsong W. (2026) Generative AI in STEM Projects to Develop Analytical Thinking and Problem-Solving ISSN: 2186-229X – The Asian Conference on Arts & Humanities 2026 Official Conference Proceedings (pp. 137-144) https://doi.org/10.22492/issn.2186-229X.2026.11
To link to this article: https://doi.org/10.22492/issn.2186-229X.2026.11
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