Abstract
Background/Context
Problem-Based Learning (PBL) is a powerful student-centered pedagogy that promotes self-directed learning, critical thinking, and teamwork. However, the implementation of traditional PBL faces significant challenges. The synchronous, in-person format creates a high-pressure environment where students often experience considerable stress. They may feel pressured to contribute quickly in front of their peers and facilitators, which can stifle genuine reflection and critical thinking. This fear of judgment, coupled with the fast pace of discussion, often prevents students from slowing down, asking foundational questions, or admitting they need to look up information.
Furthermore, PBL is a resource-intensive method, requiring small group sizes that demand considerable manpower and teaching resources, making it difficult to offer frequent sessions. This resource scarcity often leads to all PBL sessions being formally assessed, which further amplifies student anxiety. The focus can shift from collaborative exploration to individual performance, hindering the authentic learning process.
Description of Initiative or Practice
- To address these challenges, we have developed a prototype application that leverages Generative AI to offer students virtual PBL experiences. This tool is designed to supplement traditional PBL by providing a safe, private platform for practice and reinforcement, free from the pressures of a live session. Key features of the application include:
- On-Demand Virtual PBL: Students can engage in PBL scenarios at any time and repeat them as often as they need. This allows for self-paced learning and mastery, giving them the freedom to pause, reflect, and research information without interrupting the group’s flow.
- Realistic Group Dynamics: Each virtual student within the application is designed with a distinct character and persona, simulating the complexities and dynamics of a real-life PBL group. This feature prepares students for collaborative problem-solving by exposing them to different perspectives and working styles.
- Performance Evaluation: The application includes a function to evaluate students’ performance, offering them constructive feedback to identify areas for improvement in a low-stakes, non-judgmental environment.
This initiative provides a scalable and accessible solution that overcomes the barriers of traditional PBL. By offering a space for unassessed practice, the application empowers students to take control of their learning, building their confidence and fostering a deeper, more meaningful engagement with the PBL process before they enter the formal, assessed environment.
Presenter(s) / Author(s)
