ChatGPT in the classroom: evaluating its role in fostering critical evaluation skills
Open accessAbstract
The increasing prevalence of artificial intelligence in educational domains raises both opportunities and challenges in the context of academic integrity and pedagogical efficacy. This study outlines an innovative project that investigates the use of ChatGPT as a tool for enhancing the critical evaluation skills of master’s students in biomedical science. Using a dual approach combining AI-generated essay writing with subsequent student-led critical evaluation, this project sought to foster deeper critical evaluation skills in learners. By having participants critically assess AI-generated essays, supported critical evaluation based on peer-reviewed literature, the project aimed to deepen their evaluative skills. Outputs from the tasks were compared against academic benchmarks considering factors such as marks, writing, and overall quality. Participant perceptions were collected through a combination of a focus group session and an evaluation questionnaire. The key finding of this project was that while ChatGPT demonstrated proficiency in structural coherence and grammatical accuracy, it did not augment academic performance– participant marks for the AI-generated essays aligned closely with their overall module marks, showing no overall improvement. However, this study did see an increase in marks for participants’ critical evaluations. This suggests that ChatGPT was more effective as an assessment tool when used for critical evaluation tasks, aligning with pedagogical emphasis on nurturing critical evaluation skills. User interaction with AI emerged as a significant variable that influenced the tool’s efficacy, highlighting the need for a nuanced approach to its integration into educational settings. The study concludes that while ChatGPT offers promising avenues for both drafting and assessment, and demonstrated a high level of factual accuracy, it is not a substitute for human-led academic enquiry, and students preferred writing their own essays.
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Positioning AI as feedback partner rather than ghostwriter, with structured requirements to critique and adapt AI-generated suggestions, enhances metacognitive engagement and critical evaluation capacities.
“Positioning AI as feedback partner rather than ghostwriter, with structured requirements to critique and adapt AI-generated suggestions, enhances metacognitive engagement and critical evaluation capacities (Akiba and Garte, 2024; Khojasteh et al., 2025; Oates and Johnson, 2025; Song and Song, 2023).”
From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Oates and Johnson, 2025
The Introduction describes a structured task in which students generated an essay with ChatGPT and critically evaluated it using peer-reviewed sources; the Discussion says critiquing AI output may foster critical evaluation skills rather than replace human effort. The paper does not establish that this approach enhances metacognitive engagement, and direct AI feedback to help students refine their evaluations is proposed as a further stage, not reported as a tested result. Page numbers are unavailable in our copy. (LLM, conf=0.84)
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- Authors
- Oates, A., & Johnson, D.
- Affiliations
- Leeds Beckett University (GB)
- Corresponding author
- Johnson, Donna
- Venue
- International Journal of Artificial Intelligence in Education
- Publisher
- Elsevier BV
- Published
- 2025-12
- Volume
- 35
- Issue
- 4
- Pages
- 1793-1824
- ISSN
- 1560-4292 (ISSN-L)
- OpenAlex
- W4406796309
- Cited by
- 61
- References
- 26
- Citations by year
- 2026: 35 · 2025: 26
- FWCI
- 63.95
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Artificial Intelligence in Education (publishedVersion, cc-by)
- Leeds Beckett Repository (Leeds Beckett University) (acceptedVersion, cc-by)
- Funders
- Leeds Beckett University
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Safety Research › Academic integrity and plagiarism
- Keywords
- ChatGPT, critical evaluation skills, academic integrity, biomedical education, master's students, student perceptions of AI
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