The Effect of AI-Assisted Learning on University Students’ Critical Thinking Skills

Author

Ms. Yalavarthi Radhika, DR. PRASANNA KUMAR


Abstract

 The use of artificial intelligence (AI) in higher education has grown significantly, and it has been a subject of debate in relation to students' critical thinking skills. The purpose of this research was to analyze the effect of AI assisted learning on the ability of critical thinking skills of university students, which is a type of descriptive survey study. Additionally, we explored whether there is a moderator effect of student engagement on the association between AI-based learning and critical thinking. This study was carried out with 268 university students who answered to a Likert scale questionnaire with 5 points. Descriptive statistics, Cronbach’s alpha analysis, correlation, one-way ANOVA and the Sobel mediation test were used to analyze the data. Students expressed positive attitudes toward AI-assisted learning (3.73), engagement (3.66) and critical thinking (3.66). There was no significant indirect effect (Sobel z=−0.69; p=0.491). AI-assisted learning did not significantly affect students' critical thinking (β=0.03, p=0.569) or engagement (β=-0.05, p=0.440). Similarly, student engagement was not a significant predictor of critical-thinking skills (β=0.09; p=0.137). Reliability of the measurement instrument was extremely low (Cronbach's α<0.12). Hence, we recommend caution in interpreting the results of this study. The Annual Conference will be dedicated to the topics of AI-aided learning, critical-thinking skills and student engagement.



Keywords

AI-assisted learning ; serious thinking talents ; student involvement ; mediation review ; education ; generative artificial intelligence ; academic institution student.



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References


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