AI IN LEARNING: EFFECTS ON UNDERGRADUATE CRITICAL THINKING SKILLS
DOI:
https://doi.org/10.35631/IJMOE.831044Keywords:
Artificial Intelligence (AI), AI-Assisted Learning, Critical Thinking Skills, Higher Education, Undergraduate StudentsAbstract
The growing presence of Artificial Intelligence (AI) tools in university learning has changed how students search for information, organise ideas, and approach academic tasks. However, the relationship between AI engagement and students’ critical thinking skills remains an important issue for investigation. This study examines the relationships between AI Usage, Learning Attitude toward AI, academic performance (CGPA), and Critical Thinking Skill among engineering undergraduates. A quantitative survey was conducted involving 160 students, and the collected data were analysed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. The findings indicate significant positive relationships between AI Usage, Learning Attitude toward AI, CGPA, and Critical Thinking Skill. The regression model was statistically significant and explained 82.6% of the variance in Critical Thinking Skill. Among the predictors, CGPA recorded the largest standardized regression coefficient, followed by AI Usage and Learning Attitude toward AI. However, the regression coefficients should be interpreted cautiously due to the strong association between AI Usage and Learning Attitude. The findings suggest that critical thinking in AI-assisted learning environments is related to multiple factors, including students’ academic background, engagement with AI tools, and attitudes toward technology. This study provides insights for educators and higher education institutions in developing responsible AI integration approaches that encourage students to evaluate and engage critically with AI-generated information.
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