Dependencia cognitiva y pensamiento crítico ante el uso académico de inteligencia artificial generativa en bachillerato

Jannina Johana Baños Mestanza; Diana Jazmin Cerón Silva; Carolina del Rocío Cerón Silva

doi:10.63803/prisma.v2n3.38

Authors

Jannina Johana Baños Mestanza Unidad Educativa. Aurora Estrada y Ayala de Ramírez Pérez Author
Diana Jazmin Cerón Silva Unidad Educativa. Aurora Estrada y Ayala de Ramírez Pérez Author
Carolina del Rocío Cerón Silva Instituto Superior Tecnológico Babahoyo Author

DOI:

https://doi.org/10.63803/prisma.v2n3.38

Keywords:

Cognitive dependence, Critical thinking, Generative artificial intelligence, High school, Autonomous learning

Abstract

The academic use of generative artificial intelligence in high school has transformed the ways students search for, produce, and organize information, creating new pedagogical opportunities and, at the same time, challenges related to students’ intellectual autonomy. In this context, this article aimed to analyze the relationship between cognitive dependence and critical thinking in the academic use of generative artificial intelligence tools among high school students. A quantitative study with a descriptive-correlational scope and a non-experimental cross-sectional design was conducted through the application of a structured Likert-scale questionnaire to a sample of 80 high school students selected through intentional non-probabilistic sampling. The main results show frequent use of generative artificial intelligence for information search, text summarization, and the generation of academic ideas. Likewise, a moderate level of perceived cognitive dependence and a moderate level of critical thinking were identified. The correlational analysis showed a moderate positive association between the academic use of generative AI and perceived cognitive dependence, as well as a moderate negative association between cognitive dependence and critical thinking. It is concluded that generative artificial intelligence may constitute a support tool for learning, provided that its integration is mediated by pedagogical and ethical criteria, as well as activities focused on analysis, comparison, argumentation, and information verification.

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