The influence of artificial intelligence on the cognitive development of students in the context of educational psychology

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Abstract

the purpose of this study is to analyze the impact of artificial intelligence (AI) on the cognitive development of students through the lens of pedagogical psychology. The tasks include: systematization of current research on AI integration in the educational process; assessment of psychological mechanisms such as motivation, self-esteem, and metacognition under the influence of AI tools; identification of risks, including inversion effects (reduction in learning depth due to offloading tasks to AI) and augmentation effects (enhancement of cognitive processes through adaptive systems); development of recommendations for practical application in pedagogical practice. The study is based on a review of more than 30 sources after 2020, including empirical data from educational psychology journals. The results show a weak positive correlation between the socio-emotional competence of teachers using AI and student engagement (r=0.18–0.25), but emphasize the risks of reducing critical thinking with excessive dependence on AI (up to 30% in experiments with ChatGPT). Practical application: integration of AI in blended learning to increase motivation and adaptation, with an emphasis on developing AI-literacy among students and teachers. This contributes to the formation of sustainable cognitive skills in a digital environment, minimizing negative effects such as metacognitive laziness. The study is relevant for reforming educational programs in the post-pandemic period, where AI becomes a key tool for personalizing learning, increasing its effectiveness by 15-20% with proper use, as confirmed by meta-analyses. It is recommended for implementation in teacher training and school practices.

About the authors

D. V Lukashenko

Research Institute of the Federal Penitentiary Service of Russia

References

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