Using Generative Artificial Intelligence to Support Learning at Different Levels of Bloom's Taxonomy of Cognitive Goals - With a Specific Focus on Language and Literature Education
Keywords:
Artificial Intelligence (AI), Bloom's taxonomy, Language and Literature Education, Prompt CreationAbstract
Generative Artificial Intelligence (GenAI) poses major challenges for the field of education and so-called big language models are increasingly being applied in the work of educators - both in their pedagogical training and in their teaching. In our paper, we analyze how AI can be used to support the achievement of different types of cognitive goals defined within the framework of Bloom's taxonomy, which has been revised several times, while offering educators and researchers an overview of useful prompts that can be effectively used to support teaching, as well as to support students' classroom or home preparation (we specifically focus on the use of AI in language education). In doing so, we draw on concepts defined by researchers at Oregon State University, the SAMR model, and we also leverage our experience with the development and use of the Khanmigo AI application. We address both simple and complex AI prompt creation, the creation of personalized AI assistants, AI-enabled gamification, and other ways AI can be used to effectively support learning. We also focus on the requirements for constructing functional prompts - minimizing hallucinations or biases.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives Complete Edition. Longman. https://scirp.org/reference/referencespapers?referenceid=1223916
Bandi, A., Adapa, P. V. S. R., & Kuchi, Y. E. V. P. K. (2023). The Power of Generative AI: A Review of Requirements, Models, Input–Output Formats, Evaluation Metrics, and Challenges. In Future Internet (Vol. 15, Issue 8). https://doi.org/10.3390/fi15080260
Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., … Asino, T. I. (2024). The manifesto for teaching and learning in a time of Generative AI: A critical collective stance to better navigate the future. Open Praxis, 16(4), 487–513. https://doi.org/10.55982/OPENPRAXIS.16.4.777
Chen, Y.-C., & Hou, H.-T. (2024). Design and Evaluation of the Framework of ChatGPT-Based Situational Non-Player Character Scaffolding for Educational Games. 2024 16th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI), 720–721. https://doi.org/10.1109/IIAI-AAI63651.2024.00152
D’hondt, S., Östman, J.-O., & Verschueren, J. (2009). The Pragmatics of Interaction (Vol. 4). John Benjamins Publishing Company. https://doi.org/10.1075/hoph.4
European Commission. (2023). What Is a Large Language Model? https://knowledge-centre-translation-interpretation.ec.europa.eu/en/news/what-large-language-model
Galindo-Domínguez, H., Delgado, N., de la Maza, M. S., & Expósito, E. (2024). An experimental analysis of the relationship between the evaluations of artificial intelligence and pre-service teachers. Edutec, Revista Electrónica de Tecnología Educativa, 89, 84–104. https://doi.org/10.21556/edutec.2024.89.3509
Hartman, D. K. (2025). Improving the intellectual well-being of students using Generative AI tools to customize texts for learning. Pedagogical Dialogue, 4(50), 10–31. https://doi.org/10.62670/2308-7668.2024.50.4.001
IBM. (n.d.). What is generative AI? Retrieved February 6, 2025, from https://research.ibm.com/blog/what-is-generative-AI
IPSOS. (2025). DĚTI A AI Report z dotazování mladých ve věku 12-17 let. https://www.vodafone.cz/_sys_/FileStorage/download/4/3021/ipsos-a-vodafone-deti-a-ai-report.pdf
Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson. Sustainability (Switzerland), 15(18). https://doi.org/10.3390/su151814025
Kopecký Kamil. (2024). S generativní umělou inteligencí ve škole opatrně, moc prosím (3 příklady použití GenAI) . Kamil Kopecký (Blog). https://kopeckykamil.cz/index.php/blog/405-s-generativni-umelou-inteligenci-ve-skole-opatrne-nekolik-prikladu
Kopecký Kamil, Voráč Dominik, & Szotkowski René. (2024). Čeští žáci a umělá inteligence.
Korzynski, P., Mazurek, G., Krzypkowska, P., & Kurasinski, A. (2023). Artificial intelligence prompt engineering as a new digital competence: Analysis of generative AI technologies such as ChatGPT. Entrepreneurial Business and Economics Review, 11(3). https://doi.org/10.15678/EBER.2023.110302
Kroupa, P., & Vykoukal, O. (2023). Využití generativní AI ve školách - právní pohled. https://aidetem.cz/vyuziti-generativni-umele-inteligence-ve-skolach-pravni-pohled/
Microsoft. (2023). What are large language models (LLMs)? https://azure.microsoft.com/en-us/resources/cloud-computing-dictionary/what-are-large-language-models-llms
Müllerová, O., Hoffmannová, J., & Schneiderová, E. (1992). Mluvená čeština v autentických textech. H&H.
Oregon State University. (2024). Advancing meaningful learning in the age of AI. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/blooms-taxonomy-revisited/
Peck, B. (2023). Data Scientist? AI Prompt Engineer? Or Both? Medical Marketing and Media, 58(7).
Rámcový vzdělávací program pro základní vzdělávání. (2021).
Stanny, C. J. (2016). Reevaluating bloom’s taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4). https://doi.org/10.3390/EDUCSCI6040037
STEM. (2024). Nástroje umělé inteligence již vyzkoušelo 45 % zkoumaných žáků a studentů, ukazuje výzkum “Jak se učíme my” pro Nekrachni. Jak Se Učíme My. https://www.stem.cz/nastroje-umele-inteligence-jiz-vyzkouselo-45-zkoumanych-zaku-a-studentu-ukazuje-vyzkum-jak-se-ucime-pro-nekrachni/
Villan, F., & P. dos Santos, R. (2023). ChatGPT as Co-Advisor in Scientific Initiation: Action Research with Project-Based Learning in Elementary Education. Acta Scientiae, 25(6), 60–117. https://doi.org/10.17648/acta.scientiae.7474
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00448-3
Willey, L., White, B. J., & Deale, C. S. (2023). Teaching AI in the college course: introducing the AI prompt development life cycle (PDLC). Issues in Information Systems, 24(2). https://doi.org/10.48009/2_iis_2023_111
Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New Version of Bloom’s Taxonomy. https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf
