Cognitive Reserve Depletion and Learning Autonomy Recovery in Generative Artificial Intelligence Dependent Educational Environments

Suardi Suardi

doi:10.55927/fjas.v5i10.136

Authors

Suardi Suardi MAN 2 Pasaman Barat

DOI:

https://doi.org/10.55927/fjas.v5i10.136

Keywords:

Generative AI Dependence, Cognitive Reserve Depletion, Learning Autonomy, Cognitive Offloading, Higher Education

Abstract

This study examines how generative Artificial Intelligence (AI) dependence relates to cognitive reserve depletion and learning autonomy among university students. Using a quasi-experimental design, the study involved 120 students from two universities in Padang, Indonesia, divided equally into intervention and control groups. Data were analyzed using linear regression and ANCOVA following a four-week learning autonomy recovery program. The statistical estimates showed a positive relationship between AI dependence and cognitive reserve depletion (B = 0.698, p < 0.001), while cognitive reserve depletion was negatively associated with learning autonomy (B = −0.482, p < 0.001). The intervention showed a positive adjusted effect (B = 0.334, p < 0.001), highlighting the importance of developing independent learning practices alongside AI use.

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