Risks of AI-Assisted Learning on Student Critical Thinking: A Case Study of Albania

Eriona Çela, Mathias Mbu Fonkam and Rajasekhara Mouly Potluri
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Eriona Çela: University of New York Tirana, Albania
Mathias Mbu Fonkam: Pennsylvania State University, USA
Rajasekhara Mouly Potluri: Kazakh-British Technical University, Kazakhstan

International Journal of Risk and Contingency Management (IJRCM), 2024, vol. 12, issue 1, 1-19

Abstract: Artificial Intelligence (AI) has increasingly become a transformative force in the education sector, offering unprecedented opportunities to enhance learning experiences and outcomes. This study examines the potential adverse effects of AI-assisted learning on critical cognitive skills, particularly critical thinking and problem-solving, within the context of Albania's educational landscape. Employing a quantitative methodology, a survey of 53 students was conducted across various educational institutions in Albania to gather data on their experiences and perceptions regarding AI-assisted learning. The findings indicate no significant difference in critical thinking skills between students with prior exposure to AI tools and those without. However, there is a statistically significant negative correlation between reliance on AI tools for assignments and students' problem-solving skills, suggesting that excessive dependence on AI can hinder the development of independent problem-solving abilities. Conversely, a strong positive correlation was found between the frequency of AI tool usage and students' perceptions of academic performance and assignment efficiency, highlighting the potential benefits of AI in enhancing these aspects of the educational experience. These results emphasize the need for a balanced integration of AI tools in education to ensure they complement rather than replace traditional learning methods. The study's findings have significant implications for educators and policymakers, suggesting that while AI can enhance certain educational outcomes, it is essential to address its potential risks to promote the development of essential cognitive skills. Future research should focus on larger, more diverse samples, incorporate objective measures of cognitive skills, and explore the long-term impacts of AI-assisted learning.

Date: 2024
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