Artificial intelligence in the classroom: empowering problem solving through creative thinking
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Abstract
Introduction: The present study evaluated the influence of an educational intervention mediated by artificial intelligence (AI) tools, specifically ChatGPT and BandLab, on the development of the dimensions of fluency and flexibility in problem solving within the domain of creative thinking. Methodology: The research was carried out with 8th grade students through a quasi-experimental pretest-posttest design, in which participants were involved in five collaborative work sessions aimed at creating a song with a predefined structure, theme and style. The Torrance Creativity Test (verbal form A) was used to measure the variables. Results: Statistical analyses, which included normality tests and the Wilcoxon non-parametric test, showed significant improvements in the flexibility dimension (p < .001), while fluency remained stable (p = .517). Discussion: These findings suggest that while the intervention enhanced students' ability to adapt strategies and modify approaches to problem solving, the activities need to be revised and supplemented to stimulate quantitative idea generation. Conclusions: The results are discussed in the framework of the increasing integration of AI in educational settings, providing relevant inputs for the design of future pedagogical interventions that comprehensively promote the development of creative thinking.
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