AI Dependency and Cognitive Offloading: Effects of Generative Artificial Intelligence on Memory Retention, Critical Thinking, and Decision-Making among University Students

Naheed  Akhtar; Uzma  Mazhar; Nimra  Shehzadi; Hajra  Dildar; Muhammad  Waseem; Iqra  Zafar

doi:10.63056/academia.5.3(s4).2026.1921

Authors

Naheed Akhtar Lecturer, Department of Psychology, Govt. College University Faisalabad, Pakistan Author
Dr. Uzma Mazhar Lecturer, Department of Educational Sciences, NUML, Pakistan Author
Nimra Shehzadi Lecturer Psychology, Higher Education Department, Affiliation Centre for Clinical Psychology, University of the Punjab, Pakistan Author
Hajra Dildar Lecturer Psychology, Govt. Associate College for Women Dhok Kala Khan, Rawalpindi, Pakistan Author
Muhammad Waseem Bahaudin Zakriya University Multan, Pakistan Author
Iqra Zafar MPhil Psychology, Fatima Jinnah Women University, Pakistan Author

DOI:

https://doi.org/10.63056/academia.5.3(s4).2026.1921

Keywords:

Generative AI, Cognitive Offloading, AI Dependency, Memory Retention, Critical Thinking, Decision-Making, Meta-cognition, Self-Regulated Learning

Abstract

This mixed-methods longitudinal study investigated how generative AI dependency influences memory retention, critical thinking, and decision-making autonomy among 412 university students. Participants were assigned to AI-Restricted, AI-Scaffolded (with metacognitive prompts), or Unrestricted AI cohorts over a 10-week term, with cognitive assessments and usage telemetry tracked through a 4-week delayed follow-up. Results indicated that higher AI dependency significantly predicted poorer memory consolidation, reduced critical thinking performance, and increased algorithmic anchoring. The Unrestricted cohort demonstrated accelerated knowledge decay and weaker meta-cognitive calibration compared to other groups. Self-regulated learning partially mediated these effects, while meta-cognitive awareness buffered against cognitive decline. Findings suggest that unregulated AI reliance compromises foundational academic competencies, but structured pedagogical scaffolding can mitigate adverse outcomes, informing evidence-based AI integration policies in higher education.