Abstract
Objectives This study aimed to examine the effects of design thinking and chatbot GPT on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers in a class to solve problems in the actual education fields. Methods To this end, 55 pre teachers who were taking the course of sociology of education at a university in S city, Gyeonggi-do, were targeted. The measurements for the educational effect were conducted before and after the experiment. The collected data were analyzed by SPSS 22 and jamovi 2.3 programs. Results The field-based problem-solving class using design thinking and chatbot GPT was found to have a stat-istically significant effect on social problem-solving ability, communication ability, learning participation, and learning satisfaction of pre teachers. Conclusions This study suggests that design thinking and chatbot GPT can help pre teachers develop their com-petencies as teachers. Furthermore, this study can be a meaningful foundation for education using conversational AI.
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