AI Insight
This study investigated how artificial intelligence tools affect critical thinking in 480 medical students, examining the roles of cognitive load and self-regulated learning. Results showed that while AI use positively influenced critical thinking and self-regulation, cognitive load partially mediated this relationship by creating a negative effect. However, students with higher self-regulated learning skills were better able to overcome the negative impact of cognitive load, suggesting that AI's benefits for critical thinking depend on learners' self-regulation abilities.
Why it matters
The findings indicate that simply introducing AI tools in medical education is insufficient for developing critical thinking skills. Educational programs must also teach students self-regulation strategies to manage cognitive demands and maximize the benefits of AI-assisted learning, which has direct implications for curriculum design in medical schools and other professional training programs.
Understand the Science
BackgroundThe increasing integration of artificial intelligence (AI) in medical education has raised important questions regarding its impact on higher-order cognitive processes, particularly critical thinking.Aim and ObjectivesThis study examines the interplay of cognitive load and self-regulated learning in explaining how AI-based educational technology influences critical thinking among medical university students.MethodsUsing a cross-sectional research design, data were collected from 480 undergraduate medical students with prior experience using AI tools. Data were collected using standardized measures assessing AI usage, cognitive load, self-regulated learning, and critical thinking. Hayes’ PROCESS Model 14 was employed to test mediation and moderated mediation effects.ResultsThe findings revealed that AI-based technology use was positively associated with critical thinking and self-regulated learning, while cognitive load showed a negative association with both variables. Mediation analysis indicated that cognitive load partially mediated the relationship between AI use and critical thinking. Furthermore, the moderated mediation analysis demonstrated that self- regulated learning significantly moderated the indirect effect, such that the negative impact of cognitive load on critical thinking weakened at higher levels of self-regulation.ConclusionThese findings highlight that the effectiveness of AI in enhancing critical thinking depends not only on its cognitive support but also on learners’ ability to regulate their engagement. The study provides theoretical and practical implications for integrating AI in educational contexts.