THE COGNITIVE FRONTIER: AI’S ROLE IN SHAPING ACADEMIC PERFORMANCE AND ATTENTION CAPACITIES OF GEN-Z STUDENTS

Abstract

The study aims to explore the effects of artificial Intelligence on the cognitive functions and attention capacity of undergraduate Students. Given the growing application and use of AI tools in the learning environment, the study aims at establishing how these aspects apply advance, and transform scholarly learning activities while identifying the strengths and weaknesses connected to such applications. Most appealing advancements in education powered by AI have positively impacted learning by simplifying computationally intensive problems and increasing efficiency, distraction is a negative impact of excessive use of AI among students. The study uses the Cattell-Horn-Carroll (CHC) model of cognition to assess the relationship between AI engagement and the development of cognitive abilities alongside the attention span among Gen-Z students who are in a major developmental stage of brain development. The primary study adopting a quantitative and qualitative research design, assessing semi-structured questionnaires and following ethical precautions. They point to the positive effect of AI on academic performance, increased productivity, but at the same time the negative effect in the form of a lower duration of attention and initiative thinking. The result is intended to offer direction to both educators and stakeholders, including suggested solutions in order to enhance the use of AI in education. In overcoming these issues, the goal of this study is to create a balanced learning experience that increases creativity, focus and innovation together with the benefits of Artificial Intelligence.

Keywords:  Cognitive Frontier, AI in Education, Academic Performance, Attention Capacities, Gen-Z Students