Adverse Effects of Artificial Intelligence on Reading Comprehension: Emerging Evidence from a Scoping Review

Chung Sanchez K.A.; Maguina Vizcarra J.E. · Espacio, Tiempo y Educacion (2025) · DOI: 10.14516/ete.12120

Resumen

Empirical evidence on the potential adverse effects of artificial intelligence (AI) on reading comprehension in higher education still shows limitations in its systematization and theoretical development. This study critically addresses this gap through a scoping review that synthesizes research published between 2018 and 2025 across high-impact databases (Scopus, Web of Science, ERIC, ProQuest, EBSCOhost, and Redalyc). Based on the qualitative analysis of twelve eligible studies and bibliometric mapping, seven recurrent adverse effects were identified: technological dependence, superficial comprehension, weakened critical thinking, decline in reading engagement, cognitive overload, misinterpretation, and deterioration of linguistic skills. The findings suggest that AI may alter meaning-making processes, create an illusion of reading competence, and reduce cognitive effort. Overall, the results challenge the prevailing optimism surrounding educational AI and highlight the need for critical pedagogical frameworks that foster cognitive autonomy and deep reading in higher education.

Instituciones: Universidad San Ignacio de Loyola