Abstract:

Artificial intelligence (AI) technologies have recently sprung up as disruptive tools both in the teaching and research environment. Despite they have raised controversial opinions, they may become key tools in the first stages of the learning process due to their concise ability to present information in a structured way. This has been the way, for instance, of artificial intelligence tools based on network visualization of citations, which have shown that improve dynamic literature reviews.
However, there are still major troubles for graduate students, who are in the early-career research stages, to put together all this information in a structured way. For this set of students, it is essential to develop skills in scientific research methods such as critical analysis or scientific communication, among others. Critical analysis is crucial as master students should be able to evaluate and synthesize scientific literature based on a research question. In this synthesis, they also need to develop competencies in scientific communication, as they should be able to communicate their findings by means of scientific reports or articles.
In order to improve those skills in master or predoctoral students, in this abstract we present a protocol or designed classroom based on a problem-based learning approach using open-access AI tools. Here, we address how by means of a structured lesson using an AI-based research assistant, students can foster their abilities to discover, evaluate literature review and enhance their critical skill analysis in a structured way to perform a final task in a report form.

Keywords:

Artificial Intelligence, Problem-based Learning, Designed Classroom, Critical Analysis.