Impact of Generative AI on University Students' Learning Processes and Critical Thinking

This study is a randomized, controlled trial with a pre-test/post-test design, conducted to determine the effects of Generative AI (GenAI)-supported learning on academic achievement, learning efficiency, and critical thinking within a university setting. The study population consists of students from the Dialysis Program at Bingöl University's Vocational School of Health Services; the sample comprises 100 volunteer students who met the inclusion criteria and were randomly assigned to either an experimental group (n=50) or a control group (n=50). The experimental group will participate in a "Generative AI-Supported Learning Program" over the course of one month-meeting two days a week for a total of eight 60-minute sessions-covering topics ranging from effective prompting techniques to case analysis and academic ethics; meanwhile, the control group will continue with their routine educational activities. Data will be collected using a Demographic Information Form, the Academic Achievement Inventory, the Critical Thinking Disposition Scale, and the Artificial Intelligence Dependency Scale, and will be analyzed using biostatistical methods (t-tests, ANCOVA, and effect size calculations).

Inclusion Criteria: * Being an active undergraduate student enrolled in the university program/course during the study period * Willingness to voluntarily participate in the study and providing written informed consent * Having regular access to a digital device (e.g., smartphone, laptop, tablet) and an internet connection * Basic digital literacy to use educational software and AI tools * Agreeing to complete all course activities, pre-tests, and post-test Exclusion Criteria: * Prior formal or advanced training in generative AI tools (e.g., prompt engineering certification) * Transfer students or students repeating the course who have prior experience with the course material * Having cognitive, visual, or physical impairments that prevent participation in online learning or completing evaluation surveys * Unwillingness to participate in the study or withdrawing consent at any stage * Missing more than 20% of the course sessions or failing to complete the outcome assessment tools (pre-test/post-test)