“Dependence” or “Critical Thinking”? The Thinking Choices of Education Doctoral Students in Generative AI Environment: Qualitative Research Based on Interview

Abstract

Generative artificial intelligence chatbots like Chat-GPT have wide applications and are influential in the field of education. ChatGPT is revolutionizing education by offering personalized learning support and enhancing work productivity. At the same time, recent research increasingly focuses on the side effects arising from over-reliance on generative AI tools. This study explores the thinking choices, “dependence” and “critical thinking,” of international doctoral students using ChatGPT within a generative AI environment. Through semi-structured interviews with eight participants from the Auburn University Education Department, the research examines their experiences using ChatGPT. While ChatGPT enhances efficiency and academic communication, students recognize its limitations and the risks of over-reliance, such as diminished critical thinking and skill development, and increased procrastination. The findings highlight the importance to develop learners' AI literacy and critical thinking ability.

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