Self-Reported Cognitive Effects of AI Applications on Learning
DOI:
https://doi.org/10.33423/jhetp.v25i1.7563Keywords:
higher education, AI, cognition, learning, education, ChatGPTAbstract
The purpose of this article is to assess whether cognitive abilities of college-level learners have been impacted, positively or negatively, by their use of AI tools. An 18-questions survey was administered at a U.S. public polytechnic university with 161 respondents, with the goal of measuring changes learners have noticed in their learning behavior and cognitive functioning since they started using AI tools in their coursework. Three separate one-sample t-tests were conducted and showed significant effect for cognitive skill erosion: t(160)=10.816, p<0.05, Cohen’s D=0.852; Memorization issues: t(160)=6.7, p<0.05, Cohen’s D=0.52; and Lack of in-depth understanding: t(160)=9.6, p<0.05, Cohen’s D=0.76. However, 85.7% said that motivation to do coursework hasn’t declined since they started using AI, and 74.5% agree that AI has an overall positive effect on their learning. Roughly equal number of participants feel they are becoming dependent on AI (48.5% yes and 51.5% no). Given the results, it is reasonable to conclude, at this time, that AI usage in college coursework can have significant consequences on the cognitive abilities of learners.
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