Enhance College Students’ Argumentation Skills and Critical Thinking through ChatGPT-assisted In-class Debates

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Computer and Internet Application in Education Virtual Poster Session

Abstract

This study introduces a novel debate format, ChatGPT-assisted in-class debates (CGIcD). Using a quasi-experimental design, this study examines the effects of CGIcD on undergraduate students’ argumentation skills (AS) and critical thinking (CT), comparing it to traditional in-class debates and regular learning activities. A total of 60 Chinese college students participated, with data collected from argumentative essays, CT skill and disposition tests. Our findings indicate that, in terms of AS, students in the CGIcD condition generated more counterarguments and produced higher-quality reasons, warrants, and counterarguments, leading to improved argumentative complexity and overall argument quality in post-test essays. However, no significant effects were found for other argumentation components and CT.

Authors

• Jiateng Zhou, Beijing Normal University

• Yifei Diao, Central China Normal University

• Jiawen Gou, Beijing Normal University

• Ziyi Li, University of Cambridge

• Wei Gao, Central China Normal University