Students' generative AI use may function either as a scaffold supporting thinking or as a shortcut bypassing essential cognitive processes¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2026 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The framework proposes that cognitive, motivational, competence and value mechanisms influence whether generative AI is used as a scaffold supporting thinking and knowledge construction or as a shortcut bypassing essential cognitive processes. → Øby 2026

Evidence¶

Øby 2026¶

Øby, E. (2026). Beyond Task Completion: A Theoretical Integration and Framework for Guiding Students’ ChatGPT Use for Learning. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/5apqd333

q1 · i? · theoretical · r2

Conceptual, theory-driven synthesis presented in the article's abstract. The framework proposes two pathways for generative AI use: "a scaffold supporting thinking and knowledge construction" versus "a shortcut that bypasses essential cognitive processes". No empirical data are reported; the claim is a theoretical proposition.

"The resulting framework illustrates how these mechanisms may influence whether generative AI is used as a scaffold supporting thinking and knowledge construction or as a shortcut that bypasses essential cognitive processes."

Discussion¶

Related Claims¶

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