Implications of AI-assisted Assignments for Cognitive Engagement and Emerging Ethical Themes in Humanities, Design, and STEM: A Pilot Study Utilizing Bloom’s Taxonomy

Abstract

This exploratory mixed-method pilot study investigated students’ experiences with artificial intelligence (AI)-guided assignments across selected humanities, design, and STEM courses in higher education during the academic term beginning in August/September 2024. Using a custom survey tool grounded in Bloom’s taxonomy, the study assessed AI’s perceived effectiveness in enhancing cognitive engagement and explored students’ ethical awareness through open-ended reflections. A literature review, interdisciplinary collaboration, and iterative refinement using Copilot prompting informed survey questions in order to ensure cross-disciplinary applicability. Quantitative data came from Likert scale responses, while the researchers drew qualitative insights from coded action verbs and thematic analysis of open-ended responses. Preliminary findings indicated generally positive perception of AI, with mean scores above three across all six cognitive levels. The results underscore AI’s potential to support critical thinking as a layered cognitive process, rather than a discrete skill. Students often reported having engaged productively and skeptically with AI rather than over relying on it. Reflections highlighted concerns about query refinement, content verification, and responsible use, suggesting a meaningful link between ethical AI engagement and critical thinking development. Due to the small sample size and reliance on self-reported data from students, findings are not broadly generalizable. Future research should incorporate longitudinal and triangulated methods to better capture evolving student behaviors and align perceptions with actual AI use.