AI-INDUCED COGNITIVE LAZINESS IN HIGHER EDUCATION: A DIAGNOSTIC STUDY
DOI:
https://doi.org/10.18623/rvd.v23.4784Keywords:
Higher Education, Artificial Intelligence, Metacognition, Critical Thinking, Cognitive LazinessAbstract
The objective of this study was to examine the relationship between university students' inappropriate and excessive use of Artificial Intelligence (AI) and the cognitive laziness they may exhibit, defined as a reduced need to engage their own cognitive processes, even in simple tasks. A sample of 50 students aged 19-25 completed a questionnaire with multiple-choice and Likert-scale items. The questions focused on the frequency of AI use, students' perceived dependence on it, and the reduction in mental effort. Based on the data obtained, a composite index of cognitive laziness was constructed. A linear regression model was constructed, and its interpretation can be summarized in three points: first, each increase in frequency of use triples the risk of high cognitive laziness (OR = 3.42). It was also found that using AI for personal tasks quadruples the risk (OR = 4.15), and finally, the model explains 58% of the variance. It was concluded that the use of AI without adequate regulation tends to lead to lower cognitive engagement among students, underscoring the need to incorporate AI into higher education through an approach that promotes reflective thinking, conscious use of technology, and the development of intellectual autonomy.
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