The mediating role of metacognitive awareness in the relationship between functional AI use and Critical thinking

Abstract

The increasing integration of Artificial Intelligence (AI) in the learning environment has raised questions regarding its influence on students’ cognitive and higher-order thinking processes. The present study examined the mediating role of metacognitive awareness in the relationship between critical awareness and functional use of artificial intelligence among young adults. The study used a correlational, cross-sectional design with a sample including 82 young adults in the 18-25 age range. Data was collected using standardized measures to assess metacognitive awareness, critical thinking, and functional AI usage. Pearson correlation analysis and Mediation analysis were conducted to examine the intricate interactions among these factors. The results revealed a significant negative relationship between Functional AI use and Critical Thinking, as well as a significant negative relationship between Functional AI use and Meta-cognitive Awareness. Moreover, the results indicated a significant positive relationship between Meta-cognitive awareness and Critical Thinking. Mediation Analysis confirmed that Meta-cognitive Awareness significantly mediated the relationship between Functional AI usage and Critical Thinking; however, the direct effect was non-significant, indicating full mediation. The findings suggested the need for AI tools that foster metacognitive abilities, which in turn enhance critical thinking.