Author(s)

Guo Dingxin ¹, Pan Qiuyan ¹

Affiliation(s)

¹ School of Educational Technology, Northwest Normal University, Lanzhou, Gansu, China

Corresponding Author

Pan Qiuyan

ABSTRACT

This article aims to explore the impact of integrating Chat GPT with Argument mapping on the effectiveness of project-based learning (PBL). As a teaching method that promotes the development of students' higher-order thinking, PBL faces many challenges in practice, such as difficulties in student communication, lack of innovative thinking, and teacher dominance. Argument mapping, as a tool, help address the fragmentation of knowledge and team collaboration issues, but they also have their limitations. This study proposes that combining generative artificial intelligence (such as Chat GPT) with Argument mapping can overcome these challenges and enhance the effectiveness of PBL.The study hypothesizes that science argumentation maps empowered by Chat GPT can positively affect students' learning engagement, interest, critical thinking, and academic performance. Through experimental research, two senior high school classes from School X in City L were selected as research subjects. The experimental group used Chat GPT empowered argumentation maps to support PBL, while the control group did not use this tool. The study used both quantitative and qualitative analysis methods, measuring critical thinking with the CTDI-CV scale, and designed questionnaires to survey learning engagement and interest.

KEYWORDS

Project-Based Learning, Argument mapping, Generative Artificial Intelligence, Chat GPT, Educational Informatization

CITE THIS PAPER

Guo Dingxin, Pan Qiuyan, Research on the Effectiveness of Project-Based Learning Promoted by the Integration of Chat GPT and Argument Mapping. Advances in Educational Technology and Psychology (2024) Vol. 8: 204-219. DOI: http://dx.doi.org/10.23977/aetp.2024.080530.

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