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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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
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]
Citations
Cites
Tversky, A., & Kahneman, D. (1974) · Science · doi:10.1126/science.185.4157.1124 · Cited by 28,810
ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · doi:10.35542/osf.io/5er8f · Cited by 7,552
ChatGPT for good? On opportunities and challenges of large language models for education
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102274 · Cited by 7,326
Chatting and cheating: Ensuring academic integrity in the era of ChatGPT
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2190148 · Cited by 3,087
Chatting and Cheating. Ensuring academic integrity in the era of ChatGPT
Cotton, D., Cotton, P., & Shipway, J. R. (2023) · doi:10.35542/osf.io/mrz8h · Cited by 3,079
Human trust in artificial intelligence: Review of empirical research
Glikson, E., & Woolley, A. W. (2020) · Academy of Management Annals · doi:10.5465/annals.2018.0057 · Cited by 2,921
Conceptualizing AI literacy: An exploratory review
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100041 · Cited by 2,205
What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature
Lo, C. K. (2023) · Education Sciences · doi:10.3390/educsci13040410 · Cited by 2,024
ChatGPT: Bullshit spewer or the end of traditional assessments in higher education?
(2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.9 · Cited by 1,806
An Overview of Chatbot Technology
Adamopoulou, E., & Moussiades, L. (2020) · IFIP advances in information and communication technology · doi:10.1007/978-3-030-49186-4_31 · Cited by 1,300
Research works printed but not linked: 5
- Bernava, 2021, Proteo: A framework for serious games in telerehabilitation, Applied Sciences, 11, 5935, 10.3390/app11135935 · DOI
- Dharmastuti, 2020, Adolescent critical thinking prior to social media information sharing, International Journal of Innovation, Creativity and Change, 13, 1195
- Michel-Villarreal, 2023, Challenges and opportunities of generative AI for higher education as explained by ChatGPT, Education Sciences, 13, 856, 10.3390/educsci13090856 · DOI · Paper page
- Raman, 2023, University students as early adopters of ChatGPT: Innovation diffusion study, Research Square
- Zhuo, 2023, Exploring ai ethics of chatgpt: A diagnostic analysis, arXiv preprint arXiv:2301.12867 · arXiv
Cited by
Sorted by citations
Higher education students’ perceptions of ChatGPT: A global study of early reactions
Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., AlHumaid, J., et al. (2025) · PLOS ONE · doi:10.1371/journal.pone.0315011 · Cited by 376
Sardi, J., Darmansyah, Candra, O., Yuliana, D. F., Habibullah, Yanto, D. T. P., & Eliza, F. (2025) · International Journal of Engineering Pedagogy (iJEP) · doi:10.3991/ijep.v15i1.53379 · Cited by 105
Modeling AI-assisted writing: How self-regulated learning influences writing outcomes
Jin, F., Lin, C.-H., & Lai, C. (2025) · Computers in Human Behavior · doi:10.1016/j.chb.2024.108538 · Cited by 93
Unveiling trust in AI: the interplay of antecedents, consequences, and cultural dynamics
Dang, Q., & Li, G. (2025) · AI & Society · doi:10.1007/s00146-025-02477-6 · Cited by 135
Liu, X., & Zhong, B. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100741 · Cited by 78
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
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