Gerlich, M. (2025).
Societies, 15(1), 6.
Abstract
The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.
Here are some thoughts:
"De-skilling" is a concern regarding LLMs. Gerlich explores the critical relationship between AI tool usage and critical thinking skills. The study investigates how artificial intelligence technologies impact cognitive processes, with a specific focus on cognitive offloading as a mediating factor.
Gerlich conducted a comprehensive mixed-method research involving 666 participants from diverse age groups and educational backgrounds. The study employed surveys and in-depth interviews, analyzing data through ANOVA and correlation analysis, alongside thematic interview transcript analysis. Key findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, particularly pronounced among younger participants.
The research highlights several important insights. Younger participants demonstrated higher dependence on AI tools and correspondingly lower critical thinking scores compared to older participants. Conversely, individuals with higher educational attainment maintained better critical thinking skills regardless of their AI tool usage. These findings underscore the potential cognitive costs associated with excessive reliance on AI technologies.
The study's broader implications are important. It emphasizes the need for educational strategies that promote critical engagement with AI technologies, warning against the risk of cognitive offloading—where individuals delegate cognitive tasks to external tools, potentially reducing their capacity for deep, reflective thinking. By exploring how AI tools influence cognitive processes, the research contributes to the growing discourse on technology's impact on human cognitive development.
Gerlich's work is particularly significant as it offers practical recommendations for mitigating adverse effects on critical thinking in an increasingly AI-driven world. The research serves as essential reading for educators, policymakers, and technologists seeking to understand and address the complex relationship between artificial intelligence and human cognitive skills.
