Impact of ChatGPT on critical thinking among students at a higher education institution in Lima, Peru

Lozano-Lévano C.; Siu-Antezana R.J.; Moreno-Núñez P.J.; Nina-Cuchillo J. · Formacion Universitaria (2026) · DOI: 10.4067/s0718-50062026000200023

Resumen

This study sought to evaluate the impact of ChatGPT on critical thinking (interpretation, explanation, analysis, and self-control) in Peruvian university students. A quasi-experimental pretest–posttest design was applied with a control and experimental group (n=240), using a critical thinking questionnaire and an intervention guided by metacognitive prompts. In the pretest, no overall differences were observed between groups (U, p=.205), although there were specific discrepancies by dimension. In the posttest, the experimental group outperformed the control group in all four dimensions (U, p<0.001). Additionally, an ANCOVA of the posttest score adjusted by pretest confirmed an effect of the group factor, F(1,237)=15213.50, p<0.001, ηp2=.985, with a higher adjusted mean in the experimental group. It is concluded that the pedagogical integration of ChatGPT, mediated by metacognitive prompts, enhances the development of critical thinking and improves performance by dimensions in higher education.

Instituciones: Universidad Nacional de Trujillo; Universidad Católica de Santa María; Universidad César Vallejo