Author Information
Moyan Li, Beihang University, ChinaChenming Zhang, Beihang University, China
Yubo Meng, Beihang University, China
Zikun Zhao, University of Auckland, New Zealand
Li Guo, Beihang University, China
Abstract
This qualitative study explores university students' critical use of generative Artificial Intelligence (AI) tools in academic contexts, focusing on the relationship between epistemic beliefs and AI usage behavior. The study combined data from focus group discussions and semi-structured interviews with 26 students from Double First-Class universities in Beijing, representing various academic disciplines and educational levels (undergraduate, graduate, and doctoral). The total transcribed data amounted to 183,627 words. The findings highlight the complex relationship between epistemic beliefs—students' perceptions of knowledge and learning—and their critical engagement with AI. While AI tools significantly enhance efficiency in tasks such as literature review, data synthesis, and initial drafting, they also raise concerns about the potential erosion of independent thinking. Students with more sophisticated epistemic beliefs, who view knowledge as evolving and complex, were more inclined to use AI critically, integrating it into their cognitive processes while maintaining a reflective approach. In contrast, students with task-oriented learning attitudes tended to use AI for convenience, sometimes sacrificing critical evaluation. Additionally, AI was found to serve as both a cognitive aid and a cognitive shortcut, emphasizing the need for balance between efficiency and deep learning engagement. This research emphasizes the importance of fostering epistemic beliefs that support critical thinking and self-regulation in AI-assisted learning environments. It underscores the necessity of educational practices that encourage students to reflect on AI-generated content, ensuring that technology enhances rather than diminishes their cognitive development.
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