การใช้ปัญญาประดิษฐ์เชิงสร้างสรรค์ร่วมกับกิจกรรมสะท้อนคิดเพื่อส่งเสริมการคิดเชิงวิพากษ์ของนักศึกษาระดับปริญญาตรี

Wachira Morachat; Narach Chaichana

doi:10.65205/jcct.2026.e4324

Authors

Wachira Morachat Program in Digital Technology for Education, Faculty of Education, Ubon Ratchathani Rajabhat University, UbonRatchathani 34000, Thailand https://orcid.org/0009-0003-1532-0082
Narach Chaichana Program in Digital Technology for Education, Faculty of Education, Ubon Ratchathani Rajabhat University, UbonRatchathani 34000, Thailand

DOI:

https://doi.org/10.65205/jcct.2026.e4324

Keywords:

Generative Artificial Intelligence, Reflective Activities, Critical Thinking, Higher Education

Abstract

This research aimed to (1) to compare students' critical thinking before and after the intervention within each group; (2) to compare critical thinking between the experimental group and the control group after the intervention; (3) to examine the effectiveness of the learning activities; and (4) to examine students' satisfaction with the learning activities in the experimental group. The sample comprised 42 undergraduate students obtained through two-stage cluster random sampling. In the first stage, eight academic programs each offering two parallel class sections were identified; in the second stage, one program was randomly selected, and its two intact sections were randomly assigned as the experimental group (n = 22) and the control group (n = 20). The research instruments consisted of lesson plans, a critical thinking test, and a reflective thinking assessment form. Data were analyzed using mean, standard deviation, t-test, and the effectiveness index (E.I.). The findings revealed that (1) the posttest critical thinking scores of the experimental group ( $\bar{x}$ = 26.32, SD = 1.36) were significantly higher than their pretest scores ( $\bar{x}$ = 12.59, SD = 1.44) at the .05 level (t = 31.04, df = 21, p < .05); (2) the posttest critical thinking scores of the experimental group ( $\bar{x}$ = 26.32, SD = 1.36) were significantly higher than those of the control group taught through conventional instruction ( $\bar{x}$ = 17.65, SD = 2.28) at the .05 level (t = 15.14, df = 40, p < .05); (3) the learning activities implemented with the experimental group yielded an effectiveness index of 0.5008, higher than that of the control group (0.1722), indicating that GenAI combined with reflective thinking activities effectively promotes students' critical thinking; and (4) students in the experimental group reported overall satisfaction with the learning activities at the highest level ( $\bar{x}$ = 4.60, SD = 0.62). These results demonstrate that applying Generative AI together with reflective thinking activities, as a tool supporting reflection, can enhance the quality of learning and constitutes an appropriate approach to instructional design in higher education in the digital era.

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