College Students’ Cognitive Outsourcing Behavior in the Context of Generative Artificial Intelligence

Department of Educational Studies, Colgate University, Hamilton, 13346, USA

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Abstract

The application of generative artificial intelligence in education has garnered widespread attention, yet the accompanying practice of cognitive outsourcing poses potential challenges to cultivating college students’ critical thinking and independent reasoning abilities. Current research predominantly focuses on enhancing AI-driven teaching efficiency while overlooking the pivotal role of AI literacy in mitigating cognitive inertia and strengthening critical thinking skills. This study examines learner behavior within generative AI environments, systematically analyzes the mechanisms through which cognitive outsourcing impacts critical thinking, and explores the moderating effect of AI literacy. Findings reveal that students lacking foundational AI literacy tend to over-rely on AI for analytical tasks, resulting in diminished capabilities in information discernment, logical reasoning, and reflective questioning; conversely, those with basic AI literacy demonstrate more rational utilization of AI tools, enabling deeper collaborative human-machine thinking. Based on these findings, this paper argues that rapid advancements in generative AI lead to cognitive outsourcing behaviors among students, where excessive reliance on AI diminishes independent thinking capacity and fosters information homogenization. Consequently, the study analyzes cognitive outsourcing patterns and proposes innovative teaching methodologies tailored for AI integration.