Twentieth International Conference on Technology, Knowledge, and Society

Abstract

This paper examines the potential of large language models (LLMs), such as ChatGPT, to disrupt education by providing easy access to factual knowledge. The central question explored is whether instructional time should be devoted to teaching critical thinking and digital literacy skills over domain-specific content knowledge. A research study was conducted with two groups of undergraduate students in a general education leadership course, where one group was taught content knowledge on a leadership chapter and the other group was taught digital literacy and critical thinking skills. Both groups were asked to write an essay, with the option to use ChatGPT. The results indicated that while 50% of students in the content knowledge group used ChatGPT, their median essay score was a B, compared to 80% of students in the digital literacy group using ChatGPT, with a median essay score of a C. The discussion highlights the cognitive model that suggests domain-specific content knowledge is essential for developing creative and critical thinking skills. The paper concludes with recommendations and implications for teaching and assessment, emphasizing the importance of balancing the teaching of content knowledge and digital literacy skills.