Exploring the role of cognitive flexibility, digital competencies, and self-regulation skills on students' generative artificial intelligence anxiety

Abstract

The purpose of the study is to examine the role of cognitive flexibility, digital competencies and self-regulation skills in reducing university students' artificial intelligence (AI) anxiety. The study proposes that it isn't possible to harness the potential benefits of AI technologies unless students' concerns about these technologies are suitably addressed. Although the number of potential benefits specifically related to the use of AI in education is enormous, addressing students' concerns about AI is essential to ensure the effective use of these technologies in education. The correlational survey model was used in this study. Four well-established instruments were employed to collect data from students who studied in different public university faculties in Turkey. Participants were selected from students who had been using AI tools for educational purposes for at least six months. The findings showed that cognitive flexibility, digital competencies and self-regulation skills impact on AI anxiety. Students with high cognitive flexibility had lower AI anxiety, while students with high digital competencies were better able to comprehend and use AI technologies. In addition, students with high self-regulation skills were able to manage their own learning processes more effectively and experienced less anxiety in using AI. As a result, increasing university students' digital competencies and self-regulation skills can be influential in reducing their AI anxiety. Accordingly, educational institutions could offer programs to develop students' digital competencies and AI literacy. These programs can help them adapt to AI technologies more easily and reduce their anxiety about these technologies by teaching students how to use AI technologies effectively and efficiently.