AI-Powered Verbal Intelligence Games: Academics’ Views on Open-Ended and Verifiable Inquiry, Problem-Solving, and Scientific Reasoning Skills

Abstract

Today, artificial intelligence is making its impact felt in education, as in all other fields. The use of artificial intelligence in education is becoming an increasing priority. The purpose of this study was to examine academics' views on the implications of artificial intelligence (AI)-supported verbal intelligence games for open and confirmatory inquiry, problem-solving, and scientific reasoning skills in education. The study group consisted of 13 academics. Convenience sampling was employed to select the participants. A phenomenological research design, one of the qualitative research methods, was adopted in this study. Qualitative data were collected through a semi-structured interview form. The collected qualitative data were analyzed using the inductive content analysis method. The findings revealed that the participants held positive views regarding AI-supported verbal intelligence games. Furthermore, the participants stated that AI-supported verbal intelligence games had positive implications for open and confirmatory inquiry, problem-solving, scientific reasoning, and reasoning skills in education. Based on these findings, recommendations were made for educators and policymakers.