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Cited by 6Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEducational Technology and Pedagogy

The impact of artificial intelligence applications on developing levels of cognitive depth of information among postgraduate students

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Abdelmagid, Ahmed sadek, Al-Mohaya, Abdullah Yahya, Ibrahim, Asem Mohammed, Teleb, Ahmed Ali, Jabli, Naif Mohammed·2025·International Journal of Learning, Teaching and Educational Research
DOI 10.26803/ijlter.24.4.15
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Abstract

This study explores the unique impact of artificial intelligence (AI) platforms—specifically ChatGPT—on developing cognitive depth among graduate students, distinguishing itself from previous research by focusing not only on academic achievement but also on higher-order thinking skills such as analysis, synthesis, and evaluation. A quasi-experimental method was employed involving two experimental groups (n = 35) from the College of Education at King Khalid University. The first group (n = 17) received instruction through AI platforms, while the second group (n = 18) used traditional methods via the Blackboard system. Pre- and post-tests were conducted to measure cognitive depth using a validated instrument with a reliability coefficient of 0.89. Findings revealed statistically significant differences in favor of the AI group, who showed marked improvement in levels of recall, application, strategic thinking, and extended reasoning. The AI platforms’ features—such as personalized content, instant feedback, and interactive interfaces—contributed to enhanced critical and creative thinking and a more engaged learning experience. This research demonstrates the effectiveness of AI in deepening students' understanding and recommends its integration into university curricula. It also suggests faculty training and the development of AI-based assessment tools to further support digital-age learning needs.

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  • Students using AI tools show significant gains in recall, comprehension, and basic application.

    “Students using AI tools show significant gains in recall, comprehension, and basic application (Abdelmagid et al., 2025; Essien et al., 2024; Zhou et al., 2024), while higher-order skills including critical thinking, analysis, evaluation, and creative synthesis prove more vulnerable to erosion through cognitive offloading (Gerlich, 2025; Zhai et al., 2024).”

    From Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth (2026) · cites this paper as Abdelmagid et al., 2025

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Research works printed but not linked: 19

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Authors
Abdelmagid, A. S., Al-Mohaya, A. Y., Ibrahim, A. M., Teleb, A. A., & Jabli, N. M.
Affiliations
King Khalid University (SA)
ORCID
Venue
International Journal of Learning, Teaching and Educational Research
Publisher
Society for Research and Knowledge Management
Published
2025-04-30
Volume
24
Issue
4
Pages
316-333
ISSN
  • 1694-2116 (ISSN-L)
  • 1694-2493
DOI
10.26803/ijlter.24.4.15
OpenAlex
W4410258175
Cited by
6
References
4
Citations by year
2026: 3 · 2025: 3
FWCI
6.29
Type
journal article
Language
en
Open access
Licence
cc-by-nc-nd
Locations
International Journal of Learning Teaching and Educational Research (publishedVersion, cc-by-nc-nd)
Funders
King Khalid University
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
Keywords
artificial intelligence in education, ChatGPT, cognitive depth, graduate students, higher-order thinking skills, AI in teaching, critical thinking, creative thinking, educational technology integration, faculty training, AI-assisted assessment

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