Ảnh hưởng của trí tuệ nhân tạo tạo sinh đến tư duy phản biện của học sinh trung học phổ thông: Nghiên cứu tại các trường trực thuộc Đại học Quốc gia Hà Nội

Tóm tắt

In the context of the increasingly widespread use of GenAI in learning, the key issue is not only how frequently students use this tool, but also how they use it. This article examines the relationship between four groups of GenAI use behaviors - frequency of use, level of dependence, learning-support use, and information verification - and the critical thinking of 185 high school students at schools affiliated with Vietnam National University, Hanoi. The data were analyzed using PLS-SEM. The findings show that using GenAI to support learning and verify information is positively associated with several components of critical thinking; conversely, dependence on GenAI is negatively associated with critical thinking skills and dispositions. Frequency of use has no statistically significant relationship with the knowledge component. These findings suggest that the educational value of GenAI depends primarily on the quality of use and learners’ ability to control the tool.