Early reliance is associated with both academic benefit and negative impact, while cognitive reliance is associated with positive impact¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Academic benefit was positively associated with early reliance (β=.301, p<.001) and academic task support (β=.294, p=.008). → Manikonda 2026 q2 i? Negative impact was positively associated with early reliance (β=.402, p=.004) and attitudinal change (β=.386, p<.001). → Manikonda 2026 (2) q2 i? Positive impact was positively associated with cognitive reliance (β=.495, p<.001), academic task support (β=.242, p=.016), and confidence in GenAI reliability (β=.196, p=.020). → Manikonda 2026 (3)

Evidence¶

Manikonda 2026¶

Manikonda, L.; Si, M.; Munira, S.; Seneviratne, O.; Bennett, K. (2026). The Uneven Impact of Generative AI on Student Learning: Examining the Roles of Reliance, Evaluation Literacy, and Course Policy in AI-related Courses. https://arxiv.org/abs/2609.18676 doi:10.48550/arxiv.2609.18676

q2 · i? · associational · r2

Multiple linear regression on the full sample of 118 respondents with all predictors entered simultaneously, standardized variables, HC3 standard errors. "early reliance (β=.301,p < .001)" was the largest significant predictor of academic benefit.

"Self-reported academic benefit was positively associated with early reliance (β=.301,p < .001) and academic task support (β=.294,p=.008)."

Manikonda 2026 (2)¶

Manikonda, L.; Si, M.; Munira, S.; Seneviratne, O.; Bennett, K. (2026). The Uneven Impact of Generative AI on Student Learning: Examining the Roles of Reliance, Evaluation Literacy, and Course Policy in AI-related Courses. https://arxiv.org/abs/2609.18676. doi:10.48550/arxiv.2609.18676

q2 · i? · associational · r2

Same adjusted regression models (N=118, HC3 standard errors). Negative impact was "positivelyassociatedwithearlyreliance(β=.402,p=.004)" and attitudinal change (β=.386).

"Self-reportednegativeimpactwaspositivelyassociatedwithearlyreliance(β=.402,p=.004) and attitudinal change (β=.386,p<.001)."

Manikonda 2026 (3)¶

Manikonda, L.; Si, M.; Munira, S.; Seneviratne, O.; Bennett, K. (2026). The Uneven Impact of Generative AI on Student Learning: Examining the Roles of Reliance, Evaluation Literacy, and Course Policy in AI-related Courses. https://arxiv.org/abs/2609.18676. doi:10.48550/arxiv.2609.18676

q2 · i? · associational · r2

Same adjusted regression models (N=118). Cognitive reliance had the largest coefficient for positive impact ("β=.495, p<.001"); discouraged instructor policy was associated with lower positive impact (β=−.138, p=.017).

"Self-reported positive impact was positively associated with cognitive reliance (β=.495, p<.001), academic task support (β=.242,p=.016), andconfidenceinGenAIreliability(β=.196,p=.020)."

Discussion¶

Related Claims¶

• The association between early reliance and negative impact strengthens as evaluation literacy increases — related
• Perceived instructor policy is associated with GenAI task use, confidence, reliance, and perceived benefits, with small effect sizes — related