Authors: Varun Garg, Shruti Rajak, Arpita Maravi, Anupama Awadhiya, Sarah Khan
Abstract: The increasing presence of generative artificial intelligence (AI) in educational settings is transforming the way students engage with learning. Tools powered by AI are making information more accessible, enabling quicker completion of academic tasks, and offering personalized support tailored to individual needs. While these benefits are undeniable, there is a growing concern that continuous dependence on such technologies may gradually reduce students’ active cognitive involvement in the learning process. This study explores how the use of generative AI tools influences student learning behaviour, particularly focusing on critical thinking and problem-solving skills. To gain a comprehensive understanding, a mixed-method approach was adopted, combining survey responses with a comparative evaluation of tasks completed with and without AI assistance. The results suggest that although AI enhances efficiency and convenience, overreliance on these tools can limit deeper cognitive engagement and independent reasoning. The findings emphasize the importance of mindful and balanced use of generative AI in education, ensuring that technological support complements rather than replaces essential learning processes.
DOI: https://doi.org/10.5281/zenodo.20050504
