Home / Current Issue / Paper 1724092
From Assistance to Dependence: Investigating the Effects of Generative AI on Student Learning, Retention, and Study Effort
Subject area: Science,Engineering and Technology · Area of research: Generative AI in Education
DOI: 10.64388/IREV10I4-1724092
Abstract
Purpose: Generative Artificial Intelligence (GenAI), including tools such as ChatGPT, is increasingly used by university students for explanations, summaries, problem-solving, feedback, and academic support. This paper examines whether such assistance supports learning or may encourage dependence that affects long-term retention and independent thinking. Methods: The study uses secondary research and a descriptive synthesis of published experimental studies, randomized controlled trials, systematic reviews, and meta-analyses. No primary data were collected and no new statistical meta-analysis was conducted. Results: The reviewed studies generally report positive effects on academic performance and engagement. Reported effect sizes include approximately g = 0.712 across 69 experimental studies, Hedges’ g = 0.577 across 37 studies, and an effect size of approximately 0.804 across 57 studies. However, one randomized controlled study reported 45-day retention of 57.5% for a ChatGPT-assisted group compared with 68.5% for a traditional-learning group. Conclusion: GenAI can be a useful learning assistant when students actively use it for explanation, feedback, comparison, and clarification. However, completing tasks efficiently should not be treated as proof of deep or lasting learning. Students should retain opportunities for independent recall, reasoning, analysis, and problem-solving.
Keywords
generative artificial intelligence; ChatGPT; student learning; knowledge retention; cognitive effort; higher-order thinking
References
[1] Deng R, Jiang M, Yu X, Lu Y, Liu S. Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education. 2025;227:105224. https://doi.org/10.1016/j.compedu.2024.105224
[2] Liu Z, Zuo H, Lu Y. The impact of ChatGPT on students’ academic achievement: A meta-analysis. Journal of Computer Assisted Learning. 2025;41(4):e70096. https://doi.org/10.1111/jcal.70096
[3] Chen S, Cheung ACK. Effect of generative artificial intelligence on university students’ learning outcomes: A systematic review and meta-analysis. Educational Research Review. 2025;49:100737. https://doi.org/10.1016/j.edurev.2025.100737
[4] Barcaui A. ChatGPT as a cognitive crutch: Evidence from a randomized controlled trial on knowledge retention. Social Sciences & Humanities Open. 2025;12:102287. https://doi.org/10.1016/j.ssaho.2025.102287
[5] Heung YME, Chiu TKF. How ChatGPT impacts student engagement from a systematic review and meta-analysis study. Computers and Education: Artificial Intelligence. 2025;8:100361. https://doi.org/10.1016/j.caeai.2025.100361
[6] Wu X, Zhu P, Zhang J, Yin M, Wang Y. ChatGPT’s impact on student learning outcomes: A meta-analysis of 35 experimental studies. Humanities and Social Sciences Communications. 2026;13(1):684. https://doi.org/10.1057/s41599-026-07019-z
[7] Miao F, Holmes W. Guidance for generative AI in education and research. Paris: UNESCO; 2023.
How to cite this paper
@article{1724092,
author = {Najeeb Parkar},
title = {From Assistance to Dependence: Investigating the Effects of Generative AI on Student Learning, Retention, and Study Effort},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {4},
pages = {2695-2699},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1724092.pdf},
abstract = {Purpose: Generative Artificial Intelligence (GenAI), including tools such as ChatGPT, is increasingly used by university students for explanations, summaries, problem-solving, feedback, and academic support. This paper examines whether such assistance supports learning or may encourage dependence that affects long-term retention and independent thinking.
Methods: The study uses secondary research and a descriptive synthesis of published experimental studies, randomized controlled trials, systematic reviews, and meta-analyses. No primary data were collected and no new statistical meta-analysis was conducted.
Results: The reviewed studies generally report positive effects on academic performance and engagement. Reported effect sizes include approximately g = 0.712 across 69 experimental studies, Hedges’ g = 0.577 across 37 studies, and an effect size of approximately 0.804 across 57 studies. However, one randomized controlled study reported 45-day retention of 57.5% for a ChatGPT-assisted group compared with 68.5% for a traditional-learning group.
Conclusion: GenAI can be a useful learning assistant when students actively use it for explanation, feedback, comparison, and clarification. However, completing tasks efficiently should not be treated as proof of deep or lasting learning. Students should retain opportunities for independent recall, reasoning, analysis, and problem-solving.},
keywords = {generative artificial intelligence; ChatGPT; student learning; knowledge retention; cognitive effort; higher-order thinking},
month = {October},
doi = {https://doi.org/10.64388/IREV10I4-1724092}
}