Frequent generative AI use enhances perceived confidence and efficiency but increases technological dependence among university students¶

Claim · All claims
Evidence · 2 studies · 1 review r3, 1 associational r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A study reported that frequent generative AI use among university students enhanced perceived confidence and efficiency during academic tasks while simultaneously increasing technological dependence. → Yan 2025

q2 i? More frequent GenAI use simultaneously enhanced students' confidence and learning efficiency while intensifying technological dependence, so confidence alone cannot be taken as evidence of empowerment. → Wang Guanhua 2026

Evidence¶

Yan 2025¶

Yan, L., Greiff, S., Lodge, J. M., & Gašević, D. (2025). Distinguishing performance gains from learning when using generative AI. Nature Reviews Psychology, 4, 435–436. https://doi.org/10.1038/s44159-025-00467-5

q2 · i? · associational · r?

The article reports, citing Zhang and Xu, a study of university students in which frequent generative AI use enhanced perceived confidence and efficiency but "simultaneously increased technological dependence". No effect size is printed.

"a study reported that frequent generative AI use among university students enhanced learners’ perceived confidence and efficiency during academic tasks but simultaneously increased technological dependence[10]."

Wang Guanhua 2026¶

Wang Guanhua, Wang Wenna, Yang Daozhou, Ren Jifan. (2026). Generative AI, Cognitive Offloading, and Learner Agency in Higher Education: A Scoping Review. Behavioral Sciences. https://doi.org/10.3390/bs16071150

q2 · i? · review · r3

Narrative review attribution: the review reports, citing L. Zhang and Xu (2025), that frequent GenAI use raised confidence and efficiency while intensifying dependence. The review adds that Jia et al. (2025) similarly linked GenAI dependency to distorted, inflated academic self-evaluation.

"L. Zhang and Xu (2025) found that more frequent GenAI use simultaneously enhanced students' confidence and learning efficiency while intensifying technological dependence."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Qualitative themes: efficiency and peer influence drive AI use, while confidence and rule ambiguity shape students' perceptions of dependence — possibly the same claim (merge candidate)
• Engineering students develop implicit rules for using GenAI as a self-directed, efficient learning tool when traditional educational tools fall short — related
• AI integration is associated with improvements in teaching, learning, and administrative efficiency in higher education when supported by adequate infrastructure — related
• AI tools can enhance short-term task performance while undermining durable learning (the learning-performance paradox) — related
• Synchronous autonomous AI suggestions increased perceived writing efficiency but also caused distraction and mental overload during writing — related
• The Skill-Application Paradox: stopped competitive programmers self-report higher theoretical confidence than active peers yet show significantly weaker practice habits and peer support — related
• 88% of AI-assisted students reported increased self-efficacy and confidence during independent practicals — related
• GenAI communication benefits depend on integration: embedded agents enhance communication more than external tools, but efficiency can reduce the need for human communication — related
• AI-assisted practice applications improved music students' performance outcomes, self-efficacy, and self-regulated learning — related
• Advanced technology's hyperinteractivity can intensify social inequality in education — related