The Impact of Artificial General Intelligence-Assisted Project-Based Learning on Students’ Higher Order Thinking and Self-Efficacy

This study investigates the impact of artificial general intelligence (AGI)-assisted project-based learning (PBL) on students’ higher order thinking and self-efficacy. Based on input from 17 experts, four key roles of AGI in supporting PBL were identified: information retrieval, information processing, information generation, and feedback evaluation. An educational experiment was then conducted with 198 eighth-grade students from two middle schools in China, using a pretest and posttest design. The students were divided into three groups: Experimental Group A (AGI-assisted PBL), Control Group B (PBL without AGI assistance), and Control Group C (traditional teaching methods). A scale was administered to assess students’ higher order thinking and self-efficacy before and after the experiment. In addition, semistructured interviews were conducted with 12 students from Experimental Group A to gather qualitative data on their perceptions of AGI-assisted PBL. The results indicated that students in Experimental Group A had significantly higher scores in higher order thinking and self-efficacy compared to those in Control Groups B and C, demonstrating the positive impact of AGI in supporting PBL learning.