# Pilot Study on Generative AI and Critical Thinking in Higher Education Classrooms

## TL;DR

This pilot study explores how students in higher education critically evaluate AI-generated content in computational courses, highlighting challenges and potential for integrating GAI tools with critical thinking development.

## Contribution

It introduces a structured approach to assess students' critical evaluation of GAI outputs and provides initial insights into their engagement with AI-generated content.

## Key findings

- Students can critically analyze GAI responses with guidance.
- Students often identify factual inaccuracies in AI outputs.
- The study lays groundwork for future research on GAI and critical thinking.

## Abstract

Generative AI (GAI) tools have seen rapid adoption in educational settings, yet their role in fostering critical thinking remains underexplored. While previous studies have examined GAI as a tutor for specific lessons or as a tool for completing assignments, few have addressed how students critically evaluate the accuracy and appropriateness of GAI-generated responses. This pilot study investigates students' ability to apply structured critical thinking when assessing Generative AI outputs in introductory Computational and Data Science courses. Given that GAI tools often produce contextually flawed or factually incorrect answers, we designed learning activities that require students to analyze, critique, and revise AI-generated solutions. Our findings offer initial insights into students' ability to engage critically with GAI content and lay the groundwork for more comprehensive studies in future semesters.