Date
Publisher
arXiv
Despite the increasing use of large language models (LLMs) in education,
concerns have emerged about their potential to reduce deep thinking and active
learning. This study investigates the impact of generative artificial
intelligence (AI) tools, specifically ChatGPT, on the cognitive engagement of
students during academic writing tasks. The study employed an experimental
design with participants randomly assigned to either an AI-assisted (ChatGPT)
or a non-assisted (control) condition. Participants completed a structured
argumentative writing task followed by a cognitive engagement scale (CES), the
CES-AI, developed to assess mental effort, attention, deep processing, and
strategic thinking. The results revealed significantly lower cognitive
engagement scores in the ChatGPT group compared to the control group. These
findings suggest that AI assistance may lead to cognitive offloading. The study
contributes to the growing body of literature on the psychological implications
of AI in education and raises important questions about the integration of such
tools into academic practice. It calls for pedagogical strategies that promote
active, reflective engagement with AI-generated content to avoid compromising
self-regulated learning and deep cognitive involvement of students.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
