Application of artificial intelligence as a resource to develop critical thinking in Physics classes

Abstract

This study evaluated the impact of artificial intelligence as a pedagogical tool on the critical thinking competencies of third-year General Unified Baccalaureate students in the discipline of Physics, in public institutions of Quevedo, Ecuador. A quasi-experimental design with a mixed-methods approach was implemented. The population included 120 students, distributed into an experimental group, exposed to chatbots, intelligent simulators, and feedback assistants through messaging, and a control group that received traditional instruction, both consisting of 60 members. Pretests and posttests on critical thinking were administered, along with curricular Physics assessments. Additionally, teacher interviews and student focus groups were conducted. Quantitative data revealed a notable increase in the experimental group (mean 72.3 ± 7.2) compared to the control group (mean 61.1 ± 6.1), indicating a statistically significant difference (p < 0.001) and a considerable effect size (Cohen’s d = 1.42). Qualitative analysis showed a diversification of cognitive strategies, greater student autonomy, and improvement in argument articulation, collectively demonstrating the pedagogical potential of artificial intelligence in Physics education contexts in Ecuador. The findings evidenced that artificial intelligence, when incorporated in a structured pedagogical manner, enhances the critical development of thinking in academic contexts. The results of this study provide relevant insights for the formulation of educational policies and the design of didactic strategies that adequately integrate emerging technologies.