用ChatGPT写论文，学生思考更懒了。
ChatGPT produces more "lazy" thinkers: Evidence of cognitive engagement decline
- 对比实验发现，用ChatGPT的学生认知投入明显下降。
- 控制组在注意力、深度处理上得分更高，差异显著。
- 适合关注AI教育影响的教师与研究者参考。
尽管大语言模型（LLMs）在教育中日益普及，但其可能削弱深度思考和主动学习的担忧也不断浮现。本研究探究生成式人工智能工具（尤其是ChatGPT）对学生完成学术写作任务时认知投入的影响。采用随机分组实验设计，参与者被分配至使用ChatGPT的实验组或无辅助的对照组。完成结构化议论文写作后，使用专为评估认知投入而设计的量表（CES-AI）测量心理努力、注意力、深度加工及策略性思维。结果显示，使用ChatGPT组的认知投入得分显著低于对照组。这些发现表明，AI辅助可能导致认知卸载。研究为人工智能在教育中的心理影响提供了新证据，并呼吁制定促进学生对AI生成内容进行主动反思的教学策略，以防止自我调节学习与深度认知参与受损。
原文摘要 · Abstract (English)
Despite the increasing use of large language models (LLMs) in education, concerns have emerged about their potential to reduce deep thinking and active learning. This study investigates the impact of generative artificial intelligence (AI) tools, specifically ChatGPT, on the cognitive engagement of students during academic writing tasks. The study employed an experimental design with participants randomly assigned to either an AI-assisted (ChatGPT) or a non-assisted (control) condition. Participants completed a structured argumentative writing task followed by a cognitive engagement scale (CES), the CES-AI, developed to assess mental effort, attention, deep processing, and strategic thinking. The results revealed significantly lower cognitive engagement scores in the ChatGPT group compared to the control group. These findings suggest that AI assistance may lead to cognitive offloading. The study contributes to the growing body of literature on the psychological implications of AI in education and raises important questions about the integration of such tools into academic practice. It calls for pedagogical strategies that promote active, reflective engagement with AI-generated content to avoid compromising self-regulated learning and deep cognitive involvement of students.
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