The Use of Generative Artificial Intelligence to Develop Student Research, Critical Thinking, and Problem-Solving Skills

Abstract

This paper is a case study of supporting students in developing their Generative Artificial Intelligence (GAI) literacy as well as guiding them to use it ethically, appropriately, and responsibly in their studies. As part of the study, a law coursework assignment was designed utilising a four-step Problem, AI, Interaction, Reflection (PAIR) framework that included a problem-solving task that required the students to use GAI tools. The students were asked to use one or two GAI tools of their choice early in their assessment preparation to research and were given a set questionnaire to reflect on their experience. They were instructed to apply Gibbs’ or Rolfe’s reflective cycles to write about their experience in the reflective part of the assessment. This study found that a GAI-enabled assessment reinforced students’ understanding of the importance of academic integrity, enhanced their research skills, and helped them understand complex legal issues and terminologies. It also found that the students did not rely on GAI outputs but evaluated and critiqued them for their accuracy and depth referring to primary and secondary legal sources—a process that enhanced their critical thinking and problem-solving skills.