The integration of generative AI tools like ChatGPT both enhances and challenges critical thinking development across cognitive, affective, and metacognitive domains in marketing education.

Objective: To examine how integrating generative AI in marketing education impacts students' critical thinking skills and propose a revised version of Bloom's Taxonomy incorporating AI-specific competencies.

Methods:

• 4-week study with 8 MSc Marketing students using ChatGPT for coursework
• Data collection through audio diaries and focus groups
• Analysis guided by Bloom's Taxonomy and directed content analysis

Key Findings:

• Students engaged with AI across cognitive domains, from basic information gathering to complex analysis
• AI served as both tool and collaborator, fostering iterative learning and refinement
• Participants developed metacognitive skills through prompt refinement and output validation
• Ethical reasoning emerged as students balanced AI utility with academic integrity
• The study identified new competencies like melioration and AI-specific collaboration

Implications:

• Suggests need for revised educational frameworks incorporating AI-specific competencies
• Highlights importance of teaching strategic AI engagement
• Demonstrates value of incorporating ethical reasoning and critical evaluation in AI-assisted learning
• Provides framework for educators to design AI-integrated curricula

Limitations:

• Small, non-representative sample size
• Focus on high-achieving students
• Limited duration of study
• Potential self-monitoring effects from audio diary method

Future Directions:

• Validate findings with larger, more diverse samples
• Conduct longitudinal studies on AI's impact
• Explore alternative frameworks beyond Bloom's Taxonomy
• Investigate AI dependency effects on independent thinking

Title and Authors: "Generative AI's Impact on Critical Thinking: Revisiting Bloom's Taxonomy" by Chahna Gonsalves

Published On: 2024

Published By: Journal of Marketing Education