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Socratic wisdom in the age of AI: a comparative study of ChatGPT and human tutors in enhancing critical thinking skills
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Introduction: This study investigates the perceptual differences between ChatGPT and human tutors in fostering critical thinking among students, highlighting the effectiveness of Socratic tutoring methodologies in modern educational contexts. Methods: Conducted with a sample of 230 university students in Taiwan, the research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. Results and discussion: Results reveal that while a significant portion of students appreciates the benefits of ChatGPT—namely its non-judgmental nature and accessibility—human tutors are acknowledged for their capability to provide tailored feedback and emotional support. Through threshold analysis conducted via a Multilayer Perceptron (MLP) model, the study identified key features affecting student preferences, emphasizing the need for a balanced integration of AI and human tutoring methods. Findings underscore the importance of developing hybrid educational models that leverage both the strengths of human facilitators and the efficiencies of AI tools to enhance student learning and critical thinking skills.
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Emerging research has investigated the potential of integrating GenAI technologies to scale and automate Socratic pedagogical strategies.
“In response, emerging research has investigated the potential of integrating GenAI technologies as a robust opportunity to effectively scale and automate Socratic pedagogical strategies (Hung et al., 2024 ; Fakour & Imani, 2025 ; Favero et al., 2024 ).”
From Socratic Mind: Impact of a Novel GenAI-Powered Formative Assessment Tool on Student Learning and Higher-Order Thinking (2026) · cites this paper as Fakour & Imani, 2025
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On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? 🦜
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Students' voices on generative ai: perceptions, benefits, and challenges in higher education
Chan, C. K. Y., & Hu, W. (2023) · arXiv · doi:10.48550/arxiv.2305.00290 · Cited by 2,504
Students’ voices on generative AI: perceptions, benefits, and challenges in higher education
Chan, C. K. Y., & Hu, W. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00411-8 · Cited by 2,301
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Hou, C., Zhu, G., Liu, Y., Sudarshan, V., Chong, J. L. L., Zhang, F. Y., Tan, M. Y. H., & Ong, Y. S. (2026) · Computers & Education · doi:10.1016/j.compedu.2026.105576 · Cited by 39
Lee, J., Hung, J.-T., Yilmaz Soylu, M., Popescu, D., Cui, C. Z., Grigoryan, G., Joyner, D. A., & Harmon, S. W. (2026) · Technology, Knowledge and Learning · doi:10.1007/s10758-026-10007-6 · Cited by 23
Metadata
- Authors
- Fakour, H., & Imani, M.
- Affiliations
- National Taiwan Normal University (TW)
- National Taiwan University (TW)
- Corresponding author
- Fakour, Hoda
- Venue
- Frontiers in Education
- Publisher
- Frontiers Media SA
- Published
- 2025-01-22
- Volume
- 10
- ISSN
- 2504-284X (ISSN-L)
- OpenAlex
- W4406716578
- Cited by
- 112
- References
- 4
- Citations by year
- 2026: 71 · 2025: 41
- FWCI
- 93.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- National Science and Technology Council
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- ChatGPT, human tutors, Socratic method, critical thinking, AI tutoring, student perceptions, hybrid learning, personalized feedback, university students
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