COGNITIVE DEPENDENCY ON ARTIFICIAL INTELLIGENCE AMONG STUDENTS: A COMPARATIVE STUDY OF INDEPENDENT PROBLEM-SOLVING PERFORMANCE AFTER AI-ASSISTED LEARNING

This study investigates the relationship between artificial intelligence (AI) dependency and cognitive ability among students aged 15-18. Using a quantitative, survey-based design, data were collected from 38 respondents and analyzed across two primary hypotheses: (H1) that AI-assisted learners demonstrate lower independent problem-solving performance than low/non-AI users, and (H2) that AI dependency levels are negatively correlated with self-reported cognitive ability indicators. Results show that while AI-assisted learners scored lower on average in independent problem-solving than low/non-AI users (M = 2.86 vs. M = 3.22), this difference was not statistically significant (p = 0.182), leaving H1 unsupported. However, a strong and statistically significant negative correlation was found between AI dependency and cognitive ability (r = -0.688, p < .001), supporting H2. These findings suggest that dependency-oriented AI use, rather than AI use in general, may be associated with reduced cognitive engagement. The study is exploratory in scope and recommends larger, longitudinal follow-up research.