Promoting cognitive skills in AI-supported learning environments: the integration of bloom’s taxonomy

Abstract

ABSTRACT This study introduces a model of Bloom's taxonomy aimed at deepening learners’ cognitive thinking. It investigates the process of questioning and reflection within the structured framework of Bloom's taxonomy and explores how these insights can be applied in students’ utilisation of generative Artificial Intelligence. An experiment was conducted in a Year 5 class at an International Baccalaureate Primary school in Hong Kong, involving 25 students. The findings indicate that Creating and Evaluating were the dominant aspects in the students’ questioning and answering process. However, the skill of ‘Applying’ showed a significantly low influence, suggesting a lack of proficiency in applying AI conversations to other learning areas. This research contributes to the field by providing insights into the integration of generative AI within Bloom's taxonomy. Educators and researches can utilise these findings to enhance critical thinking and learning outcomes through AI integration.