Perceived GenAI gains differ by discipline: arts and economics/management students report stronger cognitive and motivational gains than education and law students¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Arts and economics/management students consistently reported stronger perceived gains in independent thinking, creativity and active learning motivation than education and law students, with negative perceptions more pronounced in education and law. → Lei Fan and Fangxue Liu 2026

Evidence¶

Lei Fan and Fangxue Liu 2026¶

Lei Fan and Fangxue Liu. (2026). The impact of generative artificial intelligence on academic development of Chinese students in humanities and social sciences. https://arxiv.org/abs/2606.24104 doi:10.48550/arxiv.2606.24104

q2 · i? · associational · r2

Cross-disciplinary comparison restricted to four fields due to sample size (Figure 3): over two-thirds of arts students reported independent-thinking gains (67.67%) and creativity gains (72.72%), versus just over half in education and law.

"Students in arts and in economics and management consistently reported stronger perceived gains in independent thinking, creativity, and active learning motivation than their counterparts in education and law."

Discussion¶

Related Claims¶

• Male Chinese HSS students reported higher perceived GenAI gains in independent thinking, creativity and motivation, with minimal gender difference in performance — related
• Perceived gains in creativity, independent thinking and motivation rise sharply among students with more than three years of GenAI experience, though the comparison is cross-sectional — related
• Perceived effects of GenAI on independent thinking and creativity are polarized among Chinese HSS students, with substantial minorities reporting declines — related
• Chinese HSS students report near-consensus perceived learning-efficiency gains from GenAI, largely independent of use duration and discipline — related
• Student voices on GenAI and academic integrity are diverse, shaped by gender, academic level, discipline, psychological factors, and cultural context, though gender findings are inconsistent — related
• Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline — related