Thesis
Parallel Minds: A Thematic Literature Review of Artificial Intelligence in Education
Washington State University
Master of Arts (MA), Washington State University
12/2024
DOI:
https://doi.org/10.7273/000007186
Abstract
This thesis explores the complex interplay between artificial intelligence (AI) and human cognition, focusing on AI's impact on motivation, identity, and cognitive load in educational contexts. Through a detailed examination of key psychological frameworks, including Self-Determination Theory (SDT), Cognitive Load Theory (CLT), and Identity Theory, the study highlights both the benefits and risks of AI integration in learning environments. AI systems offer immense potential to enhance learning by fostering student engagement, reducing cognitive load, and providing personalized feedback. However, they also pose significant risks, such as diminished autonomy, the homogenization of individual experiences, and over-reliance on AI, which can undermine intrinsic motivation and weaken identity formation.
A thematic literature review, guided by a modified PRISMA protocol, examined recent empirical studies on AI's role in education, revealing the dual nature of AI's influence: while AI can alleviate cognitive strain and support personalized learning pathways, it can also overwhelm students with information and foster dependency on technology for problem-solving. The findings underscore the importance of designing human-centered AI systems that complement, rather than replace, human cognition. This thesis advocates for a balanced approach to AI development, calling for deeper investments in cognitive science to ensure that AI enhances creativity, autonomy, and intellectual growth without compromising the richness of human experience. The study concludes with recommendations for AI literacy education, emphasizing the need for critical engagement with AI technologies to maintain personal agency and cognitive independence in an increasingly AI-mediated world.
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Details
- Title
- Parallel Minds
- Creators
- Sydney Fanning
- Contributors
- Robert Danielson (Chair)Kira Carbonneau (Committee Member)Shenghai Dai (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Department of Kinesiology and Educational Psychology
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University
- Number of pages
- 108
- Identifiers
- 99901195201801842
- Language
- English
- Resource Type
- Thesis