Integrating Artificial Intelligence into Cognitivist Learning: Learning Outcomes, Approaches, and Possibilities

Abstract

                This study investigated the influence of artificial intelligence on expected learning outcomes and examined its integration within cognitivist learning frameworks. The participants comprised 121 undergraduates enrolled in the Introduction to Political Science course at the School of Political and Social Sciences, University of Phayao.
The research utilised a structured questionnaire for data collection, and the data were analysed using inferential statistics, specifically the T-test and F-test. The results revealed no statistically significant differences (p > .05) in learning outcomes with respect to either the number of hours students engaged with artificial intelligence or the use of different platforms. Similarly, the adoption of ChatGPT, Google Gemini, Microsoft Copilot, and Grammarly did not yield significant variations in learning outcomes consistent with cognitivist principles. These findings indicate that artificial intelligence alone cannot substitute for cognitive processes or social interactions. Nevertheless, based on the discussion of the research findings in conjunction with the review of relevant literature, artificial intelligence demonstrates potential to function as a supportive tool or a cognitive catalyst for cognitivist learning. This potential can be realized when artificial intelligence is appropriately integrated with critically designed pedagogical approaches and the promotion of active classroom engagement.