A Quantitative Analysis of Artificial Intelligence’s Impact on Students’
Mindset and Critical Thinking in Higher Education
Dublin Core
Title
A Quantitative Analysis of Artificial Intelligence’s Impact on Students’
Mindset and Critical Thinking in Higher Education
Mindset and Critical Thinking in Higher Education
Subject
Artificial Intelligence, Mindset, Critical Thinking, Higher Education, Students
Description
The rapid advancement of Artificial Intelligence (AI) has significantly transformed higher education, redefining how students learn, reason, and
engage with academic content. This study investigates the impact of AI utilization on students’ mindsets and critical thinking skills within
university learning settings. Employing a quantitative research design, data were gathered through an online questionnaire administered to 28
students from various academic disciplines. The survey assessed students’ engagement with AI tools including ChatGPT, Gemini, and Perplexity
in learning processes such as understanding course materials, completing assignments, and problem-solving activities. The results indicate that
most participants perceive AI as highly beneficial for enhancing comprehension, efficiency, and creativity in academic work. Students report that
AI applications help them approach problems from diverse perspectives and stimulate idea generation. Nevertheless, concerns about
overdependence are evident, as 53.6% of respondents believe that excessive reliance on AI may diminish autonomy and critical reasoning
capacity. While a majority of students claim to verify AI-generated responses, a minority remain unaware of biases and inaccuracies, emphasizing
the need to strengthen AI literacy in academic contexts. Overall, the findings suggest that AI serves as both a catalyst for deeper learning and a
potential risk to intellectual independence. Its integration into higher education must therefore be approached with pedagogical mindfulness,
ensuring that AI acts not as a replacement for human thought but as a tool for reflection, creativity, and metacognitive growth. Educators are
encouraged to design learning experiences that require students to analyze, compare, and critique AI outputs critically. In conclusion, AI
represents a dual-edged innovation: when applied ethically and reflectively, it can foster a growth-oriented mindset and strengthen critical
thinking, but without proper guidance, it may cultivate intellectual complacency and dependency.
engage with academic content. This study investigates the impact of AI utilization on students’ mindsets and critical thinking skills within
university learning settings. Employing a quantitative research design, data were gathered through an online questionnaire administered to 28
students from various academic disciplines. The survey assessed students’ engagement with AI tools including ChatGPT, Gemini, and Perplexity
in learning processes such as understanding course materials, completing assignments, and problem-solving activities. The results indicate that
most participants perceive AI as highly beneficial for enhancing comprehension, efficiency, and creativity in academic work. Students report that
AI applications help them approach problems from diverse perspectives and stimulate idea generation. Nevertheless, concerns about
overdependence are evident, as 53.6% of respondents believe that excessive reliance on AI may diminish autonomy and critical reasoning
capacity. While a majority of students claim to verify AI-generated responses, a minority remain unaware of biases and inaccuracies, emphasizing
the need to strengthen AI literacy in academic contexts. Overall, the findings suggest that AI serves as both a catalyst for deeper learning and a
potential risk to intellectual independence. Its integration into higher education must therefore be approached with pedagogical mindfulness,
ensuring that AI acts not as a replacement for human thought but as a tool for reflection, creativity, and metacognitive growth. Educators are
encouraged to design learning experiences that require students to analyze, compare, and critique AI outputs critically. In conclusion, AI
represents a dual-edged innovation: when applied ethically and reflectively, it can foster a growth-oriented mindset and strengthen critical
thinking, but without proper guidance, it may cultivate intellectual complacency and dependency.
Creator
Niko Lugas Prambudi1
, Rilliandi Arindra Putawa2,*, Calvina Izumi3
, Rilliandi Arindra Putawa2,*, Calvina Izumi3
Source
https://ijiis.org/index.php/IJIIS/article/view/222/150
Publisher
University Of Amikom Purwokerto, Indonesia
Date
Desember 2024
Contributor
Fajar bagus W
Format
PDF
Language
English
Type
Text
Files
Collection
Citation
Niko Lugas Prambudi1
, Rilliandi Arindra Putawa2,*, Calvina Izumi3, “A Quantitative Analysis of Artificial Intelligence’s Impact on Students’
Mindset and Critical Thinking in Higher Education,” Repository Horizon University Indonesia, accessed January 2, 2026, https://repository.horizon.ac.id/items/show/9718.
Mindset and Critical Thinking in Higher Education,” Repository Horizon University Indonesia, accessed January 2, 2026, https://repository.horizon.ac.id/items/show/9718.