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Enhancing Critical Thinking and Argumentation Skills in Colombian Undergraduate Diplomacy Students: ChatGPT-Assisted and Traditional Debate Methods.

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Title: Enhancing Critical Thinking and Argumentation Skills in Colombian Undergraduate Diplomacy Students: ChatGPT-Assisted and Traditional Debate Methods.
Authors: de la Puente Pacheco, Mario Alberto1 mdelapuente@uninorte.edu.co, Torres, Jose2, Blanco Troncoso, Ana Laura2, Guzmán Murillo, Hernán Javier2, Carrascal, Jenny Xiomara Márquez2
Source: Journal of Political Science Education. Oct-Dec2025, Vol. 21 Issue 4, p728-738. 11p.
Subject Terms: *Critical thinking, *Undergraduates, Debate, Structural equation modeling, ChatGPT
Abstract: This study tests the effectiveness of integrating ChatGPT into debate sessions to strengthen critical thinking and argumentation skills among undergraduate diplomacy students in Colombia. One hundred and sixty-two participants were randomly assigned to an experimental group using ChatGPT during debates and a control group engaging in traditional debates. Pretest and post-test assessments measured participants' skills using adapted versions of the Watson-Glaser Critical Thinking Appraisal and a custom argumentation rubric. Multivariate analysis of covariance (MANCOVA) found higher scores in the experimental group for combined learning outcomes. Univariate analyses of covariance (ANCOVAs) showed improvements in understanding complex concepts, critical thinking, and argumentation skills for the experimental group. Structural equation modeling (SEM) noted direct and indirect effects of ChatGPT on these skills. The study also analyzed participants' perceptions through qualitative data from post-test open-ended questions. These findings highlight ChatGPT's potential in fostering essential skills in resource-constrained educational settings, while noting implementation challenges in developing nations. This research adds to the growing literature on AI-powered tools in education, particularly in economically emerging regions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Enhancing Critical Thinking and Argumentation Skills in Colombian Undergraduate Diplomacy Students: ChatGPT-Assisted and Traditional Debate Methods.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Political+Science+Education%22">Journal of Political Science Education</searchLink>. Oct-Dec2025, Vol. 21 Issue 4, p728-738. 11p.
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  Data: This study tests the effectiveness of integrating ChatGPT into debate sessions to strengthen critical thinking and argumentation skills among undergraduate diplomacy students in Colombia. One hundred and sixty-two participants were randomly assigned to an experimental group using ChatGPT during debates and a control group engaging in traditional debates. Pretest and post-test assessments measured participants' skills using adapted versions of the Watson-Glaser Critical Thinking Appraisal and a custom argumentation rubric. Multivariate analysis of covariance (MANCOVA) found higher scores in the experimental group for combined learning outcomes. Univariate analyses of covariance (ANCOVAs) showed improvements in understanding complex concepts, critical thinking, and argumentation skills for the experimental group. Structural equation modeling (SEM) noted direct and indirect effects of ChatGPT on these skills. The study also analyzed participants' perceptions through qualitative data from post-test open-ended questions. These findings highlight ChatGPT's potential in fostering essential skills in resource-constrained educational settings, while noting implementation challenges in developing nations. This research adds to the growing literature on AI-powered tools in education, particularly in economically emerging regions. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct-Dec2025
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