The Impact of Artificial Intelligence on Adolescent Learning Skills
DOI:
https://doi.org/10.52839/0111-000-089-015Keywords:
Artificial intelligence, ChatGPT, Smart summarization, Smart translation, Learning skills, Teenagers, Structural equation modelingAbstract
The current research aims to analyze the structural impact of artificial intelligence applications (ChatGPT, smart summarization tools, and smart translation tools) on the learning skills of secondary school students. The research employed a descriptive-analytical approach with a quantitative focus, utilizing structural equation modeling (SEM) to test causal relationships between variables. A sample of 192 male and female students was randomly selected from secondary schools in Baghdad Governorate during the 2024–2025 academic year. A questionnaire consisting of 42 items, distributed across seven dimensions, was developed by the researcher, including three dimensions for artificial intelligence applications and four for learning skills (reading, listening, critical thinking, and problem-solving). The structural model revealed statistically significant positive effects of AI applications on learning skills, ranging from 12.6% to 17% of the variance across the four skills. Bootstrapping results showed that smart summarization tools have the greatest impact on critical thinking and problem-solving skills, while smart translation has the highest impact on listening skills. ChatGPT has a moderately positive effect on most skills. These findings suggest that AI applications are supportive cognitive tools that contribute to enhancing higher-order skills in adolescents when used within a structured educational framework. The researcher recommends integrating these applications into targeted educational policies that promote the critical and responsible use of AI in the school environment.
Downloads
References
المراجع الأجنبية:
[1] Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K–12 settings. Computers and Education: Artificial Intelligence, 3, 100063. https://doi.org/10.1016/j.caeai.2022.100063
[2] Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots. Proceedings of FAccT ’21, 610–623. https://doi.org/10.1145/3442188.3445922
[3] Crompton, H., Burke, D., & Cobo, C. (2023). Artificial intelligence in education: A review of the literature. Computers and Education Open, 4, 100124. https://doi.org/10.1016/j.caeo.2023.100124
[4] Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224
[5] Dwivedi, Y. K., et al. (2023). “So what if ChatGPT wrote it?” International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
[6] Garzón, J., Patiño, E., & Marulanda, C. (2025). Systematic review of artificial intelligence in education. Multimodal Technologies and Interaction, 9(8), 84. https://doi.org/10.3390/mti9080084
[7] Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on PLS-SEM (3rd ed.). Sage.
[8] Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542–570. https://doi.org/10.1111/ejed.12533
[9] Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision of AI in education. Computers and Education: AI, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
[10] Kasneci, E., et al. (2023). ChatGPT for good? Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
[11] Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
[12] Lee, S.-M. (2023). Machine translation in language learning. Computer Assisted Language Learning, 36(1–2), 103–125. https://doi.org/10.1080/09588221.2021.1992345
[13] Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed. Pearson.
[14] Mokhtari, K., & Ghimire, N. (2026). AI-supported reading comprehension. Encyclopedia, 6(3), 56. https://doi.org/10.3390/encyclopedia6030056
[15] OECD. (2023). AI and the future of skills. OECD Publishing. https://doi.org/10.1787/
[16] OpenAI. (2023). GPT-4 technical report. https://openai.com/research/gpt-4
[17] Risko, E. F., & Gilbert, S. J. (2023). Cognitive offloading. Trends in Cognitive Sciences, 27(2), 137–150. https://doi.org/10.1016/j.tics.2022.10.008
[18] Rizvi, S., Waite, J., & Sentance, S. (2023). AI in K–12 education. Computers and Education: AI, 4, 100145. https://doi.org/10.1016/j.caeai.2023.100145
[19] Snow, C. (2002). Reading for understanding. RAND Corporation.
[20] Su, J., & Yang, W. (2023). AI in education review. International Journal of Educational Technology in Higher Education, 20, 35. https://doi.org/10.1186/s41239-023-00426-1
[21] Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76.
[22] Tlili, A., et al. (2023). ChatGPT in education. Smart Learning Environments, 10, 26. https://doi.org/10.1186/s40561-023-00229-0
[23] UNESCO. (2023). Guidance for generative AI in education. UNESCO.
[24] Vaswani, A., et al. (2017). Attention is all you need. NeurIPS.
[25] Wu, Y., et al. (2016). Google neural machine translation. arXiv preprint.
[26] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). AI in higher education. IJETHE, 16, 1–27. https://doi.org/10.1186/s41239-019-0171-0
[27] Zimmerman, B. J. (2002). Self-regulated learning. Theory into Practice, 41(2), 64–70.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal Of Educational and Psychological Researches
This work is licensed under a Creative Commons Attribution 4.0 International License.
