Authors: Aarya Moossaddee
Abstract: The swift adoption of artificial intelligence (AI) tools in higher education has greatly impacted the academic activities and study approaches of a large number of students, as well as their thinking styles. This research is concerned with the investigation of the parties’ AI employment extent in multiple academic work, as well as exploring how patterns of AI use relate to level of critical thinking. Based on primary data, the study makes use of a structured questionnaire to assess the frequency and purpose of AI-aided learning, as well as self-reported measures of critical thinking, among undergraduate and graduate students. This descriptive–correlational study can reveal patterns of use and it can explore potential relationships. Descriptive statistics, reliability tests as well as correlation analyses will be used to analyse the data to investigate the relationship between the degree of AI implementation in academic work and students’ cognitive engagement. The results will likely add substance to continuing conversations surrounding the potential educational fallout from AI and also offer actionable recommendations for educators attempting to right the scale between tech adoption and essential skills development.
DOI: http://doi.org/10.5281/zenodo.22912929
