ChatGPT as Pedagogical Agent in Higher Education: Insights into Reflective, Creative, and Critical Thinking

Abstract

In this study ChatGPT is embedded as pedagogical agent in the learning designs of two Case studies in
Higher Education, involving 20 and 12 pre-service teachers respectively, to scaffold their creative and
critical thinking. Thematic analysis of texts that were produced through reflective practices showed that
students do not afford adequate competencies to distinguishing human from ChatGPT’s creativity and
to use critical thinking to evaluate its output for further use. Findings are not generalizable but raise
awareness on necessary competencies when interacting with pedagogical agents.