Chat-GPT for Operating Systems: Higher-Order Thinking in Focus

Article Overview:

This research study investigates the effects of using ChatGPT on student performance when students are handling higher-order thinking tasks. Based in constructivist theory, the researchers proposed learning experience using ChatGPT gave students an active role in building their understanding of the course content, while providing personalized and interactive instruction rather than students passively receiving information through instructor-led lectures.

The study explores two learning models: ChatGPT based model vs. traditional model.

The first part of the instruction is the same within both models, students participate in discussion, presentation, questions, and answers. The differences are seen during the second part of instruction before the final, whole class group discussion. During this second part of instruction the follow occurs for each group:

ChatGPT Model	Traditional Model
Problem Determined (objective)	Problem Determination (objective)
Chat GPT Interaction (interactive learning)	Student-Instructor Interaction
Self-Summarization and Self-Evaluation

At the end of class both models also end with a class group discussion.

Article Discussions:

This article found a positive effect of using ChatGPT on the students’ performance when working on higher-order thinking tasks. Those who used the ChatGPT model, outperformed students who used the traditional methods of instruction (pg. 12). These finding suggests that students who used ChatGPT were able to analyze, evaluate, and create new knowledge that enriched the higher-order thinking responses and skills, which in turn improved the students ability to handle advanced tasks. This is consistent with the constructivists theory of students acquiring, retaining, and constructing knowledge.

However, these results are contrasting to other studies on the use of ChatGPT, so it is suggested that rather than including open, and unguided use of ChatGPT, the use should be limited for each lecture, and predetermined higher-order thinking problems related to the lesson objectives should be included.

Ahmed Kofahi, and Husain, also suggest that the contradiction in the results to other studies is related to the possibility of the misuse of ChatGPT in other studies, which would confirm their argument of the importance of student self-summarization and final discussions at the end of each lesson.

They also found that interacting with ChatGPT increased student curiosity and improved their motivation, by changing the role of the students from “knowledge receivers, to self-learners who construct their own knowledge” (Ahmed Kofahi & Husain, 2025, p. 13). This shift in student mindsets increased self-confidence, and improved students’ higher order thinking. By allowing students to construct knowledge according to their individual preferences and capabilities, satisfying their individual differences and needs, it resulted in improving their creativity and critical thinking.

Ahmed Kofahi, and Husain found three main reasons for the improved performance on higher order thinking tasks:

1. The conversational nature of ChatGPT can help reduce boredom and frustration that can occur when students are the knowledge receivers. This conversational nature can also reduce anxiety and self-consciousness when students are seeking help.
2. It is a valuable supplemental learning tool by providing additional practical activities, explanations, and reinforcement of concepts covered.
3. ChatGPT is adaptable to each students requirements and preferences for learning, personalizing explanations and resources based on the students preferred level of knowledge

Implications

This suggests that it is important to identify clear learning objectives, especially higher order thinking objectives, and how ChatGPT can assist students in achieving these objectives. ChatGPT should be used as a complementary tool to enhance learning rather than as a replacement of traditional teaching methods. This enhancement would require the use of ChatGPT as part of the lesson to gather information and construct new knowledge for precise and predetermined problems.

Personal Professional Connections

This article connects really well to my research as I am looking at Generative AI within concept-based inquiry learning.

The problem I aim to address in my work is that AI education research studies focus on the ethics of using AI within the classroom, or in creating an AI specific curriculum. However, integrating content specific lessons on AI is challenging in many subjects, and more specifically in a concept-based environment. So, I am working on finding ways to meaningfully teach students about generative AI, while using generative AI in a concept-based inquiry setting. Therefore, the purpose of my work is to explore the development of tools to help adapt to using generative AI in a meaningful and productive way within classrooms for both students and teachers. With an outcome goal of identifying both tools, and approaches to teaching that support both teachers and their students in using generative AI within their learning.

Concept-based inquiry requires students to use higher-order thinking skills, and the generative AI tool I am most familiar with is ChatGPT, which is why I plan to use ChatGPT for my product.

Although this article is written about a university level course on operating systems, the concepts and principles of learning can easily be applied to the K-12 concept-based inquiry system because the ways of thinking about learning are the same. The ideas and implications of Ahmed Kofahi, and Husain are invaluable for my research, solidifying what I thought to be true in my own personal experiences within a scientific research study.

This is the first, and only academic source that I have found that looked at the actual, practical use of AI within the classroom, rather than talking about a specific AI curriculum for students to learn how AI works, or the ethics of AI. The underlying idea of metacognition rather than cognitive skills is an important link to my interest area.

I do, however wonder, how the researchers addressed students who were using ChatGPT inappropriately. I assume when used in a university setting, where students were given the parameters for the use of ChatGPT, generally they respected these parameters, however, I can predict that in the K-12 setting this might not always be the case. I wonder then, is there a way that these prompts and higher-order thinking questions can be designed that it actually does not matter if students are using AI within the parameters, because the students will learn the thinking they need regardless of how they choose to use ChatGPT or other generative AI tools.

Other Resources

Another reading I suggest is “A systematic review of AI education in K-12 classrooms from 2018-2023: Topics, strategies, and learning outcomes“, which found a significant deficiency in AI curriculum designed to be incorporated into regular course work of existing subjects. It also discusses the societal impacts of AI, and teaching students about AI and its societal and ethical implications through critical discussions.

This particular reading, although not specific to using generative AI within concept-based inquiry, helped to situate my project within the pre-existing research and the importance of teaching students and teachers meaningful, and authentic ways to use generative AI within education.

Some other additional readings I have found useful in my research include:

1. A systematic review of the evaluation in K-12 artificial intelligence education from 2013 to 2022
2. AI Literacy in K-12: a Systematic Literature Review

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