# Artificial Intelligence (ChatGPT) and Bloom's Taxonomy in Theoretical Computer Science Education
## 6 Conclusions
Applying (Type 3): GPT-4.0 achieved significantly better results than human participants, particularly in standard application tasks, indicating its ability to handle algorithmic and procedural challenges effectively. Analyzing (Type 4): Both GPT-4.0 and human participants outperformed GPT-3.5, reflecting the improvements in analytical capabilities with GPT-4.0, while still maintaining human competitiveness. Evaluating (Type 5): Human participants achieved the best results, underscoring their superior critical thinking and decision-making skills. Creating (Type 6): Human students significantly outperformed both AI models, particularly in tasks requiring originality, problem design, and synthesis of novel ideas. The comparative analysis also revealed notable differences across phases. While students maintained a nominal advantage in overall scores, the gap between human performance and GPT-4.0 narrowed in Stage 2, with GPT-4.0 occasionally surpassing human performance in specific task types. Our findings offer critical insights for educators navigating the integration of AI tools in teaching and evaluation:  
* Task Design and Taxonomy Alignment: Educators should prioritize learning objectives requiring deeper cognitive engagement, such as understanding (Type 2), evaluation (Type 5), and creation (Type 6). These tasks align with human strengths and challenge students beyond the capabilities of current AI models. * Complex Application Tasks: When incorporating application tasks (Type 3), educators should consider crafting assignments with complex, non-standardized requirements that minimize AI's ability to leverage pre-existing patterns. * Strategic Use of Analysis Tasks: Analysis tasks (Type 4) may benefit from deliberate inclusion of ambiguities or contexts better understood by humans, fostering critical engagement. * Interactive Assessment: Employing interactive or dialogic assessments, particularly for memorization (Type 1), could expose AI vulnerabilities, such as inconsistency in responses, while reinforcing student understanding. * Weighted Scoring: Assignments requiring Type 1 tasks should be carefully weighted to prevent AI dominance in scoring, ensuring a balanced evaluation framework. Incorporating AI into educational workflows should not be seen as a threat but as an opportunity to enhance both teaching and learning. AI tools can support students in acquiring foundational knowledge and honing procedural skills, while educators focus on fostering creativity, critical thinking, and problem-solving. This approach is particularly beneficial in distance learning environments, where AI can complement instructional efforts by providing immediate feedback and explanations. The rapid advancement of AI in education necessitates a reevaluation of traditional pedagogical strategies. Our research underscores that AI and human intelligence can coexist effectively, provided educators thoughtfully design tasks that leverage each group's unique strengths. By fostering a symbiotic relationship between human ingenuity and AI capabilities, we can create more dynamic, equitable, and forward-thinking learning environments. This study represents a foundational exploration of AI's role in education. Future research with larger and more diverse samples can validate and expand upon these findings, paving the way for a more nuanced understanding of how AI can complement human learning across disciplines. While our research provides valuable insights into the comparative performance of AI and human students across learning task types, it is not without limitations. The sample size, though increased in Stage 2, remains constrained to students from a single university, limiting the generalizability of the findings to broader and more diverse educational contexts. Additionally, the study's design did not account for prior academic performance in Stage 2, which could have introduced variability in student capabilities.