Thinking critically in the age of Artificial Intelligence: A correlational study with college students

Rubio-Campos L.M.; Guzmán-Meza M.E.; Rojas-Castilla L.A.; Torres-Caceres F.D.S.; Castillo-Valeriano M.D.R.; Anco-Estrella E.V.; Cheng-Rivadeneira A.E. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/leird2025.1.1.435

Resumen

This study analyzes the relationship between attitudes toward artificial intelligence (AI) and critical thinking in university students at a university in Metropolitan Lima. Using a quantitative approach and correlational design, validated instruments were applied to a sample of 100 first-year students, including the AI attitude scale and a critical thinking questionnaire composed of two dimensions: analytical ability and argumentative ability. The results of Spearman's analysis revealed weak and non-significant positive correlations between the variables: general critical thinking (ρ = 0.177; p = 0.078), analytical ability (ρ = 0.105; p = 0.298), and argumentative ability (ρ = 0.139; p = 0.166). These results show that, in this sample, attitudes toward AI are not statistically significantly related to the development of critical thinking. Therefore, there is a need for future research that includes mediating variables such as AI literacy, technical knowledge, and pedagogical design, with the aim of further exploring the factors that could influence the link between the two constructs. This study provides empirical evidence for understanding the formative role of AI in higher education. © LEIRD 2025.All rights reserved.

Instituciones: Universidad César Vallejo; Universidad Privada del Norte