AI-Supported Learning: Integrating ChatGPT to Enhance Cognitive Skills in STEM Education

The rapid advancement of artificial intelligence (AI) has significantly impacted education by providing personalized and efficient learning experiences. AI tools like chatbots are increasingly used to support student learning, simplifying complex concepts and offering real-time assistance. Despite widespread research on AI in education, its application within Bloom's taxonomy remains underexplored, particularly in STEM fields. This study aims to address this gap by examining the effectiveness of ChatGPT in developing higher-order cognitive skills among engineering students. Specifically, the research investigates ChatGPT's use as a support tool in a chemical engineering course at a private university in central Mexico. The activity was designed to analyze the intention to use ChatGPT and the perception of utility through a didactic strategy aligned with the higher levels of Bloom's taxonomy. The plan involved applying sustainability criteria to improve chemical processes. The study employed a single-group pretest-posttest design, with assessments conducted one week apart. Group-level changes were evaluated using measures of central tendency (mean and median) and variability. In contrast, individual-level changes were assessed using the standardized individual difference and the reliable change index at a nominal alpha level of 0.85, adjusted for practice effects. Results revealed that ChatGPT effectively supports students' understanding at lower and higher levels of Bloom's taxonomy, including skills such as analyzing, creating, and optimizing. The group-level results suggest an overall rise in the measured constructs and consistency in student responses. Between 10% and 19% of participants individually demonstrated improvements in the measured constructs. Additionally, the psychometric properties of the assessments showed satisfactory reliability (with scores equal to or greater than 0.85) and dimensionality. This study highlights AI's potential to enhance learning, particularly in promoting skills aligned with Bloom's higher cognitive levels. However, further empirical research is needed to validate AI's effectiveness in fostering these skills, especially in STEM education. Future studies should also explore the ethical implications of AI in educational contexts and its role in supporting responsible, critical engagement among learners.