Abstract
ChatGPT is a Generative Pre-trained Transformer (GPT) language model designed to produce text in response to natural language inputs. It has potential uses in various domains, including education. While numerous debates about ChatGPT as potential threats to education primarily revolve around issues of academic integrity, this study is centered on integrating ChatGPT into teaching programming module for foundation students in higher education. The aim of this study is to improve critical thinking abilities in programming module among foundation students by the incorporation of ChatGPT into the educational framework. We used content analysis technique to evaluate the influence of ChatGPT on students' knowledge and competencies. The research was conducted in three stages: a) Pretest evaluation: An initial assessment to measure students' prior knowledge and critical thinking skills in the subject, b) Introducing ChatGPT: Offering instructions on the effective utilization of ChatGPT for critical thinking and problem-solving, c) Post-test evaluation: Following exposure to ChatGPT, students completed a post-test to assess their critical thinking abilities. A comparison of pretest and post-test performance reveals an improvement in students' critical thinking skills in programming module. This research makes a valuable contribution to the field by illustrating the effective way in which the integration of AI technologies and programming modules into educational frameworks can considerably improve the critical thinking skills among foundation students.
Author Information
Bavani Ramayah, University of Nottingham Malaysia, Malaysia
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