Impacts of Artificial Intelligence (AI) Tools on University Students’ Cognitive-Metacognitive Capabilities: A Pilot Study

Abstract

This pilot research aims to investigate the effects of the use of artificial intelligence (AI) tools on students’ cognitive-metacognitive abilities. Freshman students of biology, chemistry, and physics education at a Malaysian university who enrolled via three pathways participated in the study. Students’ scores on yes (1) or no (0) structured surveys (on 11 research topics), high school/pre-university GPA, and test scores (on lower- and higher-order thinking science tests) were collected and analyzed. In many of the research topics, the mean scores of the surveys were high. Data analyses were carried out using t-tests, one-way ANOVA, and correlation and regression analyses. Comparisons of mean scores were carried out based on gender, pathway to university, and major areas of study. Several cases showed no statistically significant variations, most likely due to sample size limits or a lack of variability in students’ responses. However, many indicators showed that males, chemistry majors, and pathway 2 (pre-university foundation) students did better. Mean scores of many research topics on cognitive-metacognitive abilities were positively correlated with mean scores of the research topics on AI use. In all the regression models of the research topics, the predictor variables did not make significant contributions (p > 0.05). Qualitative examination of the data showed that the students were able to rate their cognitive-metacognitive abilities and AI use in some meaningful ways and distinct patterns. Given their strong academic background, students’ self-assessments of cognitive-metacognitive abilities and AI usage in STEM learning may reflect a reasonable level of awareness, though further qualitative validation is needed. A mean score of approximately 12 out of 25 on the topic of ‘the effects of AI in hindering STEM learning’ suggests neutrality or ambivalence about the negative consequences of AI while still recognizing its overall benefits, as shown by the high mean scores in the topic on ‘the benefit of AI in STEM learning.’ This suggests a nuanced perspective where students see AI as both a facilitator and a potential challenge in their education.

Ähnliche Arbeiten