Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Over-reliance on AI can reduce deep engagement, hinder transferable-skill development, and diminish the value of human interaction and mentorship. → Ana Katalinic 2026
Evidence¶
Ana Katalinic 2026¶
Ana Katalinic, Vanja Slavuj, Danijela Jaksic. (2026). Artificial Intelligence in Online Education: A Systematic Review of Its Impact on Learner Engagement and Satisfaction. Educ. Sci. 2026, 16, 389. https://doi.org/10.3390/educsci16030389
q2 · i? · review · r2
The review reports, citing Dehbozorgi & Dindu (2023) and Abid et al. (2024), that automated assistance can reduce motivation for deep engagement. The review hedges the outcome as possible poorer understanding and retention.
"Research indicates that easy access to AI-generated answers and automated assistance can reduce learners' motivation to engage deeply with the material, possibly leading to poorer understanding and retention"
Discussion¶
Related Claims¶
- Over-reliance on GAI risks weakening teaching and social presence and depriving students of foundational skill development — possibly the same claim (merge candidate)
- Excessive GenAI reliance risks undermining foundational ICT knowledge, supporting supervised in-person assessment of foundational content — related
- AI tools can enhance short-term task performance while undermining durable learning (the learning-performance paradox) — a narrower finding that bears on this claim
- Outsourcing productive struggle to AI risks cognitive debt, and reactive compliance-focused approaches are insufficient — possibly the same claim (merge candidate)
- Teachers raise big-picture concerns about GenAI including surveillance, over-reliance, reduced teacher collaboration, job replacement, and training needs — related
- Students in both conditions named awareness of their reliance on AI as the most valuable course outcome, and unrestricted-AI students described shallow engagement they could not stop — a narrower finding that bears on this claim
- Excessive dependence on AI may reduce human interaction and dehumanize adult education — related
- Student engagement in online courses is associated with satisfaction, motivation, reduced isolation, and improved performance — related
- Nursing students and faculty report concerns that AI use may weaken critical thinking, enable plagiarism and misinformation, and create unequal access — related
- An epistemological account of human-GAI engagement lays a foundation for alternative approaches to teaching, assessment, professional development and AI governance — related
- Generative AI tools risk inducing overestimated abilities and diminishing training of foundational skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ai-over-reliance-reduces-deep-engagement |
title |
Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material |
description |
Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ana-katalinic-2026 |
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