The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion

Abstract

In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological dependence, illuminating the underlying paradoxes and implications for inclusive education practices. Through a survey of 348 university students, with 200 valid responses analyzed, we uncover the direct and indirect impacts of generative AI usage frequency on AI dependence. Our findings reveal a paradoxical effect: enhanced AI usage significantly amplifies students' confidence and efficiency in learning, yet simultaneously intensifies their dependence on AI. This dual impact both supports and complicates the incorporation of AI technologies into educational settings, underscoring the need for a balanced approach to leveraging AI in teaching and learning. Our study underscores the critical importance of a nuanced understanding of AI's role in education. It highlights the necessity of crafting an educational landscape where technology augments learning processes without compromising independent learning capabilities. By navigating the complex interplay between technological advancement and educational inclusivity, our findings guide the development of AI-assisted learning environments that are not only effective but also equitable and accessible.