Generative AI in Learning Environments: A Bibliometric Exploration of Cognitive Outcomes

Description

Page: 667-671

Shangavi K and KP Naachimuthu (Department of Psychology (Govt. Aided), PSG College of Arts & Science, Coimbatore, TamilNadu)

In recent years, the emergence of generative Artificial Intelligence (AI) platforms, including Chat GPT, GPT-4, Google Bard, and others, has profoundly reshaped educational settings. These large language models have provided students with unprecedented learning tools, information access, and assignment completion. While research is expanding rapidly, a nuanced understanding of its impact on student cognitive growth remains nascent. The present study addresses this by mapping the global research landscape concerning generative AI’s effects on students’ cognitive capabilities, with a focus on attention, memory retention, problem-solving, and critical thinking. Employing a bibliometric analysis of 555 articles retrieved from the Scopus database (2022-May 2024), this study identifies influential authors, institutions, keywords, and collaborative networks using VOSviewer and Biblioshiny. The findings reveal a surge in academic interest in AI’s educational applications but also highlight significant research gaps concerning specific cognitive outcomes. This study provides a structured academic perspective on the intersection of AI and student cognition, delineating a research agenda for future investigations into the long-term cognitive and ethical implications of AI-assisted learning.