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Hui Zhao and Huijuan Gu find that thoughtless use of artificial intelligence reduces student self-directed learning.

Researchers Hui Zhao and Huijuan Gu have identified a significant link between the unreflective use of generative artificial intelligence and a decline in students' ability to learn independently. Their study, published in Scientific Reports, found that students who blindly adopt machine-generated text without critical evaluation often experience lower levels of self-efficacy and reduced motivation to learn. By bypassing the mental struggle required to solve complex problems, students may lose the opportunity to build academic confidence. The research highlighted distinct gender differences: male students who rely on AI for efficiency often see a sharper drop in learning motivation, while female students experience steeper declines in self-efficacy and self-directed learning. While AI serves as a powerful academic aid for brainstorming and efficiency, experts warn that outsourcing the writing process can rob students of the cognitive labor necessary for deep thinking. To mitigate these risks, some educational institutions are returning to traditional methods, such as pencil and paper, to ensure students maintain their cognitive faculties.

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