Effects of Problem-based Learning with the AI for Oceans Game on Enhancing Students’ Critical Thinking Skills and Self-Efficacy

Abstract

The purpose of this research was to investigate the differences in students' analytical thinking skills and AI self-efficacy before and after learning through the AI for Oceans game integrated with Problem-based Learning (PBL), compared to conventional instruction. The sample consisted of 50 fourth-grade students, divided equally into an experimental group and a control group, with 25 students in each group. The experimental group participated in learning activities using the AI for Oceans game combined with Problem-based Learning, while the control group received conventional instruction. The study employed a pretest–posttest control group design. The research instruments included an analytical thinking skills assessment and an AI self-efficacy questionnaire. Data were analyzed using dependent samples t-test and independent samples t-test. The findings revealed that: (1) both the experimental and control groups demonstrated significantly higher analytical thinking skill scores after learning at the .05 level of significance; (2) the experimental group achieved significantly higher posttest mean scores in analytical thinking skills than the control group at the .05 level, indicating that learning activities using the AI for Oceans game integrated with Problem-based Learning were more effective than conventional instruction; and (3) students in both groups showed an increasing trend in AI self-efficacy after learning. Therefore, the integration of the AI for Oceans game with Problem-based Learning effectively enhanced students’ analytical thinking skills and AI self-efficacy.