Abstract
Evaluation, a cognitive skill which underlies critical thinking, is a key graduate attribute. Simultaneously, teaching around Generative Artificial Intelligence (GenAI) has been incorporated into Higher Education. Barriers to learning are present in both areas, so it was hypothesised that the teaching of both may be enhanced using Experiential Learning. This study presents an intervention undertaken with multiple groups of undergraduate students with the intended learning outcomes of increasing critical thinking and knowledge of GenAI. During the intervention, students evaluated writing samples in three groups: those who interacted directly with AI, those who interacted indirectly with AI, and those who did not knowingly interact with GenAI. Students increased evaluative behaviour by 170% during the intervention, demonstrating acquisition of critical thinking skills. This effect was 29% stronger in students who interacted directly with GenAI, highlighting the importance of Experiential Learning in skills-based teaching. During the intervention, all students discussed prompt use and increased their understanding of GenAI. This intervention is predicted to be transferrable to many contexts. The results challenge current research that GenAI use by undergraduate students may be detrimental for the development of critical thinking, and highlight the need for further research into student-AI interaction.
Keywords: critical thinking, graduate attributes, experiential learning, higher education, skill retention, generative AI
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