PSYCHOLOGICAL EFFECTS OF AI-ASSISTED LEARNING ON CRITICAL THINKING SKILLS
Keywords:
AI-assisted learning; critical thinking; ChatGPT; learning autonomy; AI dependency; quasi-experimental study; Karachi; PakistanAbstract
Background: Artificial intelligence is becoming a common learning support tool in higher education. Students now use AI tools for explanation, revision, idea generation, and academic writing support. However, there is still concern that frequent AI use may reduce independent thinking and increase tool dependency. In Pakistan, limited local evidence is available on how AI-assisted learning affects critical thinking, learning autonomy, and psychological dependence among university students.
Study Type: Quasi-experimental study
Objective: This study aimed to compare critical thinking skills between AI-assisted learners and traditional learners. It also assessed students’ dependency on AI tools and their perception of learning autonomy.
Methods: A quasi-experimental study was conducted among undergraduate students in Karachi, Pakistan. A total of 120 students were included and divided into two groups: an AI-assisted learning group and a traditional learning group, with 60 students in each group. The intervention continued for eight weeks. The AI-assisted group used AI tools under academic guidance, while the traditional group followed routine classroom learning methods. Pre-test and post-test scores were collected for critical thinking. Post-intervention scores were also recorded for AI dependency and learning autonomy. Data were analyzed using descriptive statistics, paired sample t-test, and independent sample t-test. A p-value below 0.05 was considered significant.
Results: Both groups showed improvement in critical thinking after the intervention, but the AI-assisted group showed a larger increase. The mean critical thinking score improved from 58.4 ± 8.7 to 72.6 ± 7.9 in the AI-assisted group, while the traditional group improved from 57.9 ± 9.1 to 63.1 ± 8.6. The AI-assisted group also showed higher learning autonomy, but it had higher AI dependency compared with the traditional group.
Conclusion: Guided AI-assisted learning improved critical thinking and learning autonomy among university students. However, increased AI dependency shows that AI should be used with clear academic guidance, ethical rules, and teacher supervision.
