The Influence of Generative AI and Its Impact on Critical Cognitive Engagement In an Open Access, Distance Learning University.

Abstract

The rise of generative artificial intelligence (GenAI) technologies like ChatGPT, Copilot and Meta AI has raised concerns about their impact on academic practices pertaining to cognitive engagement and intellectual rigour. This study investigates the influence of GenAI and its impact on critical cognitive engagement. GenAI threatens deep thinking by enabling students to outsource academic tasks such as critical analysis, leading to overreliance on generative tools. The ease and convenience provided by these technologies risk the promotion of surface and passive engagement with complex topics, diminishing scholarly inquiry and intellectual depth. This qualitative study employs an interpretive phenomenological design integrated with elements of action research, document analysis and an open-ended questionnaire. In this study, data was collected using two methods: 1) screenshots of four first-year student assignments and four examination scripts, which were analysed using GenAI detection tools such as Sapling and QuillBot; 2) open-ended questionnaires emailed to ten first-year lecturers. Students’ written work was analysed using GenAI detection tools to identify potential usage. Data from both sources were analysed using Braun and Clarke’s (2021) six-phase thematic analysis framework. Findings suggest that reliance on GenAI may undermine genuine learning, critical thinking, and analytical skills, as students prioritise convenience over detailed understanding. To halt the decline in critical thinking, it is essential to educate students about academic integrity; guide them to evaluate credible sources; encourage original research and analysis; and implement effective GenAI detection measures.

This study advocates the preservation and promotion of deep thinking in academia to stress the need to balance technological advancements and academic integrity.