Analysing influence of usage patterns and reliance of artificial intelligence (AI) on learners critical thinking in higher institutions of learning

Abstract

AI tools (ChatGPT, Grammarly, Gemini, QuillBot) are increasingly used in higher education to support learning and writing, but concerns exist about learner dependency and its impact on critical thinking and independent learning. This study examined the association between AI reliance and critical thinking among students from five Kenyan universities. Using a sequential explanatory mixed-methods design, data were collected from 275 students via questionnaires. Quantitative analysis included descriptive statistics, Pearson correlation, regression, and ANOVA. Results showed moderate AI reliance for tasks such as assignment preparation and idea generation. A modest positive correlation was found between AI use and critical thinking (r=0.24, p < 0.05). Self-directed learning (β = 0.29) and purposeful AI use (β = 0.21) were significantly associated with critical thinking. ANOVA indicated that moderate AI users had higher critical thinking scores than those reporting low or excessive AI use.