Developing Artificial Intelligence Literacy Through the Think-Pair-Share Technique with Chatgpt
Keywords:
Artificial Intelligence Literacy, Think-Pair-Share technique, ChatGPTAbstract
This study examined the effect of using the think-pair-share strategy with ChatGPT as a cognitive partner to enhance students' artificial intelligence literacy. The sample consisted of 30 undergraduate students who participated in a learning activity where ChatGPT functioned as a thinking partner to promote analytical thinking. The research instrument was a pre- and post-intervention AI literacy assessment that encompassed four key dimensions of artificial intelligence literacy: awareness, usage, evaluation, and ethics. The assessment employed a five-point rating scale and was validated for content validity and internal consistency, with a Cronbach's alpha coefficient of 0.86 to ensure reliability. Self-assessment scores were analyzed using descriptive statistics to calculate means and standard deviations. A paired-sample t-test was employed to compare scores before and after the intervention.
The findings revealed that after participating in the think-pair-share activity with ChatGPT, students' mean AI literacy scores increased significantly from 2.66 to 4.33 (p < 0.05). Furthermore, when analyzing each individual dimension, significant improvements were observed in all four dimensions (p < 0.05). These results indicate that using ChatGPT
as a cognitive partner effectively enhanced the AI literacy of undergraduate students.
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