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DEVELOPING LEARNING: A COMPARATIVE STUDY ON THE USE OF AI AND TRADITIONAL LITERATURE SEARCH METHODS IN ENHANCING CRITICAL THINKING AND INFORMATION SELECTION SKILLS

Joy Jia Orcid Logo

INTED2025 Proceedings, Pages: 160 - 165

Swansea University Author: Joy Jia Orcid Logo

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DOI (Published version): https://doi.org/10.21125/inted.2025.0077

Abstract

The rise of Artificial Intelligence (AI) has transformed academic research by enabling rapid information retrieval. AI tools like ChatGPT offer efficiency but raise concerns about critical thinking and cognitive engagement. This study compares AI-driven research with traditional search methods, such...

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Published in: INTED2025 Proceedings
ISSN: 2340-1079​
Published: IATED Digital Library IATED 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69164
Abstract: The rise of Artificial Intelligence (AI) has transformed academic research by enabling rapid information retrieval. AI tools like ChatGPT offer efficiency but raise concerns about critical thinking and cognitive engagement. This study compares AI-driven research with traditional search methods, such as Google Scholar, assessing their impact on students’ ability to critically engage with material, synthesize ideas, and develop original insights. Findings show that while AI aids initial knowledge acquisition, traditional methods foster deeper learning, stronger critical thinking, and greater originality. The Google Scholar group outperformed the ChatGPT group in synthesis, critical evaluation, and research question development. Moreover, students using traditional search methods completed complex tasks more effectively and in less time. While AI serves as a useful starting point, traditional methods remain essential for deep learning. Future research should explore structured AI prompt training to enhance critical engagement with AI-generated content while maintaining the depth of traditional research practices.
Keywords: AI, ChatGPT, learning development, literature search.
College: Faculty of Humanities and Social Sciences
Funders: INTED2025 Proceedings
Start Page: 160
End Page: 165

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