Abstract

Generative Artificial Intelligence (Gen AI) has emerged as a transformative tool in education, offering accessible, and efficient learning experiences for students. While its short-term benefits are well-documented, the long-term implications of its use on student learning, effectiveness and efficiency remain underexplored. This study investigates how prolonged use of Gen AI influences students' efficiency, effectiveness in academic tasks. This provides a deeper understanding of the phenomenon. A longitudinal qualitative study was conducted involving higher education students from diverse academic disciplines. Data were collected through semi-structured interviews conducted over a year. A thematic analysis approach was used to capture the learning process with the use of Gen AI tools. Through this study key themes were identified. These themes are: (1) an output-oriented study approach; (2) Rethinking the rationale behind the outcome of Gen AI tools; (3) focusing on using Gen AI for their own understanding and learning. The paper outlines how students transitioned from an over-reliance on Gen AI tools to the conscious use of them to support their learning, i.e., for cognitive augmentation rather than replacement. The paper shows how Gen AI tools became tools for collaboration rather than tools for substitution. This study highlights the importance of structured training and ethical guidelines to ensure Gen AI tools are used as facilitators. This research contributes in understanding the transformative potential of Gen AI in education while addressing its challenges. These challenges include over-reliance and blind trust. Findings provide actionable insights for educators and policymakers to optimize Gen AI integration, ensuring it supports long-term student development and equitable learning opportunities.

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