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ABSTRACT

The research study aimed to explore how preservice teachers engaged with an artificial intelligence (AI)-based tool called Ask.SMILE to develop higher-order level of questions based on the criteria of Bloom’s taxonomy. Specifically, we evaluated students’ questioning techniques, motivation, satisfaction with Ask.SMILE, and assessed their aspirations to use the tool in future classrooms. Using a mixed-methods approach, 178 participants generated over 50 questions each, received feedback from Ask.SMILE, and reflected on their experiences through written responses. The results revealed that Ask.SMILE supported participants in creating questions aligned with Bloom’s taxonomy principles, encouraging iterative improvement and fostering metacognitive awareness. Participants reported enhanced understanding of inquiry-based learning and recognized the importance of using structured questioning strategies to promote critical thinking. While the findings highlight the educational potential of AI tools like Ask.SMILE, limitations include reliance on self-reported data, the absence of longitudinal tracking, and varying levels of AI proficiency among participants. It is suggested that future research should focus on the long-term impact of AI-supported questioning strategies and practices in diverse classroom contexts, and professional development to enhance teacher proficiency with AI tools.

Keywords: question-generating, techniques, strategies, inquiry-based learning, engagement