This study explores the application of artificial intelligence generated content (AIGC) in enhancing critical thinking among adolescents. Observations from a study conducted with middle school students in Shanghai, China, revealed that traditional storytelling methods struggle to effectively stimulate students' critical thinking and creativity. The hypothesis posits that redesigning mythological stories using AIGC can significantly improve these skills. The primary research question examines the impact of traditional versus AIGC redesigned myths on students' critical thinking, while secondary questions delve into the definition of critical thinking, its effects on students, and specific strategies for implementing AIGC tools in education. This study used a mixed-methods approach to assess changes in students' critical thinking skills through a pre and post-intervention tests, supplemented by qualitative interviews and questionnaire analyses. The results showed that students' critical thinking skills improved significantly after exposure to the redesigned mythological story. The incorporation of modern design and innovative narratives made the stories more appealing to contemporary students, retaining cultural and ethical values while introducing elements of AI and prompting reflection on modern technology. This innovative educational technology highlights the collaborative effect between design and generative AI and provides a new direction for the development of educational technology.

Authors:
Junwei Rong, Tongji University, China
Kostas Terzidis, TongJi University, China

About the Presenter(s)
Rong Junwei, a doctoral student.
Research focus on whether AI can be used as a way of thinking to help and cultivate human creativity, research object is teenagers.

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