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

arXiv: https://arxiv.org/abs/2509.00167 · HTML: https://mlsanity.com/paper/2509.00167/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 4 of its 45 references that are in the map.
- First posted on arXiv 29 Aug 2025.

## Builds on (most cited first, 4 of 4)

- [Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task](https://mlsanity.com/paper/2506.08872/) (2025)
- [Students' Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher Education](https://mlsanity.com/paper/2305.00290/) (2023)
- [Artificial Intelligence Index Report 2024](https://mlsanity.com/paper/2405.19522/) (2024)
- [Artificial Intelligence Policy Framework for Institutions](https://mlsanity.com/paper/2412.02834/) (2024)

## Built on by (most cited first, 1 of 1)

- [Pilot Study on Student Public Opinion Regarding GAI](https://mlsanity.com/paper/2601.04336/) (2026)

## Abstract (arXiv)

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.