The DOI matches its Crossref record; 56 of the 56 references it cites were found in a registry or an index.
Student interaction with ChatGPT can promote complex critical thinking skills
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In the citing paper
“If learners are guided to use AI responsibly and reflectively, and if educational norms support critical engagement rather than passive surrender, then the practice will cease to be corrupting, it can even be utilized to help learners improve their cognitive skills (Suriano et al. 2025, 5).”
From Algorithmic Epistemic Outsourcing and Epistemic Corruption (2026) · cites this paper as Suriano et al. 2025
In the citing paper
“Initial studies suggest that, while students may benefit from AI-enhanced feedback, overreliance on these tools may undermine opportunities for deep learning and critical engagement (Kasneci et al., 2023; Suriano et al., 2025; Zawacki-Richter et al., 2019; Zhai et al., 2024).”
From Participatory Co-Design and Evaluation of a Novel Approach to Generative AI-Integrated Coursework Assessment in Higher Education (2025) · cites this paper as Suriano et al., 2025
In the citing paper
“Recent studies have identified the potential of GenAI tools to activate CT through cognitive scaffolding and metacognitive prompting [11,13,14].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [14]
In the citing paper
“The Critical Reasoning Assessment (CRA) further offered a multidimensional standardized tool (α = 0.87) [14,69].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [14]
In the citing paper
“For example, Suriano et al. [14] reported that depth of interaction with a chatbot was associated with measured gains in CT performance.”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [14]
In the citing paper
“Studies consistently show that students achieve deeper cognitive engagement when GenAI use is paired with structured prompts, metacognitive scaffolds, and reflective tasks that require justification of reasoning [14,93].”
From A Systematic Literature Review on the Pedagogical Implications and Impact of GenAI on Students' Critical Thinking (2026) · cites this paper as [14]
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Metadata
- Authors
- Suriano, R., Plebe, A., Acciai, A., & Fabio, R. A.
- Affiliations
- University of Messina (IT)
- Corresponding author
- Suriano, Rossella
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2025-02
- Volume
- 95
- Pages
- 102011
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W4402483923
- Cited by
- 208
- References
- 56
- Citations by year
- 2026: 99 · 2025: 101
- FWCI
- 78.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Learning and Instruction (publishedVersion)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › Education and Critical Thinking Development
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Keywords
- ChatGPT, AI chatbots in education, critical thinking, student attitudes toward AI, trust in AI, student engagement, AI knowledge, student-AI interaction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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