KJCKorea
Journal Central

This paper aims to explore the integration of critical thinking and Generative-AI in Liberal Arts Education by designing a customized AI chatbot using OpenAI’s ChatGPT4.0(4o). The core of the research is to verify the educational potential of AI within the framework of mythological semiotics. The first section establishes a theoretical foundation based on Roland Barthes’ Theory, emphasizing the value of visual literacy and critical semiotics in Liberal Arts. Barthes’ Mythologies provides critical insights into how visual media construct reality and perpetuate cultural myths. This theoretical foundation leads to the application of AI in educational contexts to promote the critical thinking. The second section details the design process of a custom AI model called the “Mythology Analyzer.” This model helps students critically analyze advertising images based on Barthes’ critical semiotics by providing personalized automatic feedback. This tool was introduced in the course <The Encounter of Generative AI and Humanities and Arts>, contributing to enhancing student engagement and critical thinking skills. The third section reports the empirical results of that course, demonstrating the effectiveness of the “Mythology Analyzer AI Chatbot” in promoting visual literacy and critical thinking. The results show that students experienced significant educational outcomes, such as critically analyzing media messages and expanding their thoughts, and discuss challenges such as balancing Human-AI interaction to prevent over-reliance on technology. Overall, this study validates that AI has the potential to enhance critical thinking abilities through customized design and specific feedback. It suggests that integrating AI chatbots into education for ‘AI literacy’ is a valuable tool in the field of EDU-TECH. This integration assists in tackling and evaluating the challenges of digital societ

Edu-Tech, Critical Thinking, Generative AI, ChatGPT4.0(4o), Custom GPT, AI Chatbots, AI literacy, Mythology Analyzer, Roland Barthes