Mohammad Tazli Azizan

Improving Problem Solving Skills with Generative AI Using Problem-Based Learning Strategy

Problem solving is a fundamental cognitive skill crucial for individual growth and success in an ever-changing world. As technology continues to advance, integrating artificial intelligence (AI) in education has become an innovative approach to augment traditional pedagogical methods. This research project proposes to investigate the efficacy of combining Problem-Based Learning (PBL) with Generative AI techniques to enhance problem-solving skills among learners at various educational levels. The primary objective of this PhD research is to design, implement, and evaluate a novel educational framework that leverages Generative AI models to facilitate problem solving in a collaborative, interactive, and personalized learning environment. The proposed research will incorporate real-world problem scenarios relevant to the learners' domain of study, encouraging active engagement and critical thinking. The research will commence with a comprehensive review of existing literature on problem-solving strategies, educational technologies, and the application of Generative AI in educational settings. Building on these findings, the project will focus on developing a bespoke AI-driven platform, enabling learners to explore diverse problem-solving approaches, simulate decision-making scenarios, and receive constructive feedback from AI tutors. To assess the impact of this integrated approach, a mixed-methods research design will be employed. Data will be collected through pre-and post-intervention assessments, surveys, focus groups, and interviews to measure the progression of problem-solving abilities, learner satisfaction, and the overall effectiveness of the AI-integrated PBL strategy. The study will target a diverse cohort of learners across different educational levels to ensure the generalizability of results. The expected outcomes of this research project are two-fold: firstly, to demonstrate how AI technology can be harnessed to augment problem-based learning, and secondly, to contribute empirical evidence on the impact of the proposed intervention on learners' problem-solving capabilities. The research findings will not only enrich the field of educational technology but also offer valuable insights for curriculum designers, educators, and policymakers seeking innovative approaches to foster critical thinking and problem-solving skills. In conclusion, this research aims to bridge the gap between Generative AI technology and problem-based learning pedagogy, advancing the understanding of how AI can be effectively harnessed to enhance problem-solving skills. Ultimately, the research endeavors to foster a generation of adaptive, analytical, and creative problem solvers equipped to tackle complex challenges in the digital era.