Wang and Fan (2025) conducted a meta-analysis to examine the effects of ChatGPT on learning performance, learning perception, and higher-order thinking. They conclude that “ChatGPT has a large positive impact on improving learning performance (g = 0.867)” and advocate for “broad use of ChatGPT at various grade levels.” However, we have serious concerns about the quality and validity of the meta-analysis, as the study contains numerous data extraction errors, inconsistent reporting and several analytical issues. Since these problems have remained unresolved after two weeks of author correspondence the reviewer's group (Magnus Ingebrigtsen and Mario Lukic) urge the editors to consider editorial action, including retraction.
In October 2025, Jinrui Tian & Ronghua Zhang published a study examining how university students' AI dependence influences their critical thinking, exploring cognitive fatigue as a mediating mechanism and information literacy as a moderating factor. Data were collected from 580 Chinese university students, and a moderated mediation model (PROCESS Model 8) was tested. Results indicated that greater AI dependence was associated with lower levels of critical thinking, with cognitive fatigue partially mediating this relationship.
The integration of Artificial Intelligence into instructional ecosystems represents a paradigm shift. It has profound implications for student cognitive development. This article presents an analysis of the effect of AI on three cornerstone capabilities of education. These are reading, critical thinking, and problem-solving. AI offers extraordinary opportunities for personalized gaining knowledge of and adaptive comments. It also introduces great dangers. These include cognitive offloading, intellectual passivity, and the erosion of deep engagement. This paper employs a qualitative approach. It proposes a conceptual framework of “Cognitive Augmentation vs. Cognitive Atrophy” to dissect this duality. The evaluation suggests AI’s impact isn’t always monolithic. It is closely contingent on pedagogical strategy, tool design, and scholar mindset. AI gear can act as effective Socratic partners and simulators. They can help develop superior skills. They are also able to function as “solution engines” that shortcut vital cognitive methods. This could probably lead to a decline in foundational skills. The dialogue examines the interconnected nature of those capabilities. It argues that a decline in deep studying can immediately impair the raw fabric wished for crucial wondering. This in turn cripples trouble-solving. The article concludes with a fixed of actionable pointers for educators, policymakers, AI builders, and college students. It advocates for a human-targeted technique that leverages AI as a tool to enhance human intellect, in preference to replace it. The central thesis is that addressing the age of AI in education requires a deliberate focus. Promoting AI literacy and metacognitive awareness is necessary to ensure that technology serves as a catalyst for cognitive growth, not a crutch for cognitive decline.
Fuentes:
Wang & Fan (2025) https://sciety.org/articles/activity/10.31234/osf.io/wgu56_v1
Jinrui Tian, Ronghua Zhang, Learners' AI dependence and critical thinking: The psychological mechanism of fatigue and the social buffering role of AI literacy, Acta Psychologica, Volume 260, 2025, 105725, ISSN 0001-6918, (https://www.sciencedirect.com/science/article/pii/S0001691825010388)
Hassen, M. Z. (2025). The Impact of AI on Students’ Reading, Critical Thinking, and Problem-Solving Skills. American Journal of Education and Information Technology, 9(2), 82-90. https://doi.org/10.11648/j.ajeit.20250902.12
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