Introduction. This paper challenges the assumption that frictionless AI-mediated information seeking represents progress. We argue that AI systems eliminating productive friction, such as uncertainty, exploration, and reflective processes, undermine intellectual virtues essential for critical thinking in an AI-saturated information environment. Method. This conceptual article employs a theory synthesis approach, drawing on library information science (LIS) theories of information behaviour, experience, and literacy, virtue epistemology, and human–computer interaction (HCI) friction design literature. Analysis. We map intellectual virtues such as curiosity, thoroughness, and intellectual humility onto the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education, building on and extending previous analyses. We connect dimensions of virtuous search to AI system design principles and align friction types with specific intellectual virtues. Results. We propose three design principles for human-centred AI systems (representation, affordance, and facilitation) and develop a typology that maps friction interventions to intellectual virtues, providing concrete examples for each. Conclusion. Productive friction should be understood as a feature supporting intellectual development, not a barrier to efficiency. The design choices made today will determine whether AI serves as intellectual scaffolding or cognitive crutch.
Towards Critical Artificial Intelligence Literacies
Critical Artificial Intelligence Literacies (CAILs) is the collection of ways of thinking about and relating to so-called artificial intelligence (AI) that rejects dominant frames presented by the technology industry, by naive computationalism, and by dehumanising ideologies. Instead, CAILs centre human cognition and uphold the integrity of academic research and education. We present a selection of CAILs across research and education, which we analyse into the following non-orthogonal dimensions: conceptual clarity, critical thinking, decoloniality, respecting expertise, and slow science. Finally, we note how we see the present with and without a wider adoption of CAILs — a fundamental aspect is the assertion that AI cannot be allowed to drive change, even positive change, in education or research. Instead cultivation of and adherence to shared values and goals must guide us. Ultimately, CAILs minimally ask us to contemplate how we as academics can stop AI companies from wielding so much power.
AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking
The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.
AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking
The proliferation of artificial intelligence (AI) tools has transformed numerous aspects of daily life, yet its impact on critical thinking remains underexplored. This study investigates the relationship between AI tool usage and critical thinking skills, focusing on cognitive offloading as a mediating factor. Utilising a mixed-method approach, we conducted surveys and in-depth interviews with 666 participants across diverse age groups and educational backgrounds. Quantitative data were analysed using ANOVA and correlation analysis, while qualitative insights were obtained through thematic analysis of interview transcripts. The findings revealed a significant negative correlation between frequent AI tool usage and critical thinking abilities, mediated by increased cognitive offloading. Younger participants exhibited higher dependence on AI tools and lower critical thinking scores compared to older participants. Furthermore, higher educational attainment was associated with better critical thinking skills, regardless of AI usage. These results highlight the potential cognitive costs of AI tool reliance, emphasising the need for educational strategies that promote critical engagement with AI technologies. This study contributes to the growing discourse on AI’s cognitive implications, offering practical recommendations for mitigating its adverse effects on critical thinking. The findings underscore the importance of fostering critical thinking in an AI-driven world, making this research essential reading for educators, policymakers, and technologists.
AI deskilling is a structural problem
Many artificial intelligence tools replace or stand to replace human activity, via automated decision-making, recommender systems and content generation. The more artificial intelligence (AI) replaces valuable human activity, the more it risks deskilling humans of their human capacities. This paper argues for applying a structural perspective to this phenomenon. It introduces the concept of ‘capacity-hostile environments’ to identify instances where AI mediation impedes human capacity cultivation. The analysis moves beyond individual responsibility that agents have to cultivate their human capacities, demonstrating how AI’s influence creates systemic conditions that could inhibit the development and exercise of human capacities by undermining the process of capacity cultivation. Drawing on the philosophy of skill as well as social epistemology, this paper argues that capacity cultivation (skilling) includes acquiring agential control over the capacities, inculcated through a long, gradual process of habituation. Habituation, in turn, depends on learning from others: the ‘know how’ of the skill, as well as a shared understanding of the value of the skill. AI mediation risks undermining the quality of the conditions for capacity habituation, leading to capacity impoverishment. By exploring the role of AI in mediating human activity, the paper highlights the need to evaluate AI applications based on their conduciveness or hostility to capacity cultivation. Ultimately, it calls for a critical reflection on the values inherent in AI socio-technical systems and emphasizes the societal obligation to foster capacity-conducive environments in the age of AI.
The Impact of Artificial Intelligence on Human Thought
This research paper examines, from a multidimensional perspective (cognitive, social, ethical, and philosophical), how AI is transforming human thought. It highlights a cognitive offloading effect: the externalization of mental functions to AI can reduce intellectual engagement and weaken critical thinking. On the social level, algorithmic personalization creates filter bubbles that limit the diversity of opinions and can lead to the homogenization of thought and polarization. This research also describes the mechanisms of algorithmic manipulation (exploitation of cognitive biases, automated disinformation, etc.) that amplify AI's power of influence. Finally, the question of potential artificial consciousness is discussed, along with its ethical implications. The report as a whole underscores the risks that AI poses to human intellectual autonomy and creativity, while proposing avenues (education, transparency, governance) to align AI development with the interests of humanity.
The Personalized Learning Revolution
The allure of AI lies predominantly in its unmatched potential for efficiency, convenience, and accuracy. However, this unprecedented convenience brings with it a hidden yet profound threat: the subtle erosion of human capacity for critical thinking through cognitive offloading.
Mathematical methods and human thought in the age of AI
Artificial intelligence (AI) is the name popularly given to a broad spectrum of computer tools designed to perform increasingly complex cognitive tasks, including many that used to solely be the province of humans. As these tools become exponentially sophisticated and pervasive, the justifications for their rapid development and integration into society are frequently called into question, particularly as they consume finite resources and pose existential risks to the livelihoods of those skilled individuals they appear to replace. In this paper, we consider the rapidly evolving impact of AI to the traditional questions of philosophy with an emphasis on its application in mathematics and on the broader real-world outcomes of its more general use. We assert that artificial intelligence is a natural evolution of human tools developed throughout history to facilitate the creation, organization, and dissemination of ideas, and argue that it is paramount that the development and application of AI remain fundamentally human-centered. With an eye toward innovating solutions to meet human needs, enhancing the human quality of life and expanding the capacity for human thought and understanding, we propose a pathway to integrating AI into our most challenging and intellectually rigorous fields to the benefit of all humankind.
The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers
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The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers
As part of the Digital Library's transition to Open Access, new features for researchers are available in the Premium Edition. Click here to learn more.
FRICTIONAL AI WORKSHOP
Topics of the Workshop In its third edition, this workshop builds on and expands its exploration of friction-in-design in AI systems, hosting a full-day event that challenges the pursuit of seamless, rapid interactions. In contrast to the conventional narrative that human over-reliance on AI stems
Experimental Evidence on the Learning Impact of Generative AI
We study whether access to off-the-shelf generative AI changes how much students learn in a timed assignment. In a proctored, in-person randomized experiment, undergraduates study an unfamiliar topic and write an essay with or without AI, then complete unaided assessments immediately and one week later. AI access raises test scores, and a smaller gain persists a week later. Gains remain for students who use AI as a tutor ("augmentation") and fade for students who have AI write for them ("automation"). We document two mechanisms: students shift time from writing toward reading and searching for information, and report greater learning enjoyment.
How AI Impacts Skill Formation
AI assistance produces significant productivity gains across professional domains, particularly for novice workers. Yet how this assistance affects the development of skills required to effectively supervise AI remains unclear. Novice workers who rely heavily on AI to complete unfamiliar tasks may compromise their own skill acquisition in the process. We conduct randomized experiments to study how developers gained mastery of a new asynchronous programming library with and without the assistance of AI. We find that AI use impairs conceptual understanding, code reading, and debugging abilities, without delivering significant efficiency gains on average. Participants who fully delegated coding tasks showed some productivity improvements, but at the cost of learning the library. We identify six distinct AI interaction patterns, three of which involve cognitive engagement and preserve learning outcomes even when participants receive AI assistance. Our findings suggest that AI-enhanced productivity is not a shortcut to competence and AI assistance should be carefully adopted into workflows to preserve skill formation -- particularly in safety-critical domains.
How AI Impacts Skill Formation
AI assistance produces significant productivity gains across professional domains, particularly for novice workers. Yet how this assistance affects the development of skills required to effectively supervise AI remains unclear. Novice workers who rely heavily on AI to complete unfamiliar tasks may compromise their own skill acquisition in the process. We conduct randomized experiments to study how developers gained mastery of a new asynchronous programming library with and without the assistance of AI. We find that AI use impairs conceptual understanding, code reading, and debugging abilities, without delivering significant efficiency gains on average. Participants who fully delegated coding tasks showed some productivity improvements, but at the cost of learning the library. We identify six distinct AI interaction patterns, three of which involve cognitive engagement and preserve learning outcomes even when participants receive AI assistance. Our findings suggest that AI-enhanced productivity is not a shortcut to competence and AI assistance should be carefully adopted into workflows to preserve skill formation -- particularly in safety-critical domains.
AI and the Future of Science
The case against efficiency: friction in social media
Social media platforms frequently prioritize efficiency to maximize ad revenue and user engagement, often sacrificing deliberation, trust, and reflective, purposeful cognitive engagement in the process. This manuscript examines the potential of friction—design choices that intentionally slow user interactions—as an alternate approach. We present a case against efficiency as the dominant paradigm on social media and advocate for a complex systems approach to understanding and analyzing friction. Drawing from interdisciplinary literature, real-world examples, and industry experiments, we highlight the potential for friction to mitigate issues like polarization, disinformation, and toxic content without resorting to censorship. We propose a state space representation of friction to establish a multidimensional framework and language for analyzing the diverse forms and functions through which friction can be implemented. Additionally, we propose several experimental designs to examine the impact of friction on system dynamics, user behavior, and information ecosystems, each designed with complex systems solutions and perspectives in mind. Our case against efficiency underscores the critical role of friction in shaping digital spaces, challenging the relentless pursuit of efficiency and exploring the potential of thoughtful slowing.
Are we offloading too much of our thinking to AI?
Reflections on autonomy and the value of thinking for ourselves
