Bridging AI chatbot use and critical thinking: the mediating role of AI literacy

Abstract

Students are increasingly using AI chatbots for educational purposes in higher education, yet there are concerns about their effects on students’ critical thinking. Although developing AI literacy is considered essential for addressing these concerns, limited evidence exists regarding whether–and how–AI literacy mediates the relationship between chatbot use and critical thinking. This study employed an exploratory descriptive-correlational research design and collected data from 384 higher education students using an online self-report questionnaire. The data were analyzed through structural equation modeling (SEM) to evaluate both direct and mediating effects. The findings indicated a negative direct effect of AI chatbot use and a positive direct effect of AI literacy on students’ critical thinking. Moreover, AI literacy demonstrated a significant mediating role in the relationship between chatbot use and critical thinking. These results highlight the importance of strengthening students’ AI literacy skills to mitigate the potential adverse cognitive impacts associated with excessive AI chatbot use, particularly in relation to critical thinking.

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