Paper Type
Complete
Paper Number
PACIS2026-1381
Description
Generative AI tools promise transformative gains in data science education, yet their uncritical adoption risks eroding the independent analytical competencies they appear to enhance. This study investigates that paradox through a System Dynamics model calibrated with Korea Education & Research Information Service (KERIS) policy data. The model couples a fast-acting Productivity Loop—where AI amplifies technical output—with a slow-acting Erosion Loop—where cognitive offloading degrades critical thinking—to capture the emergent dynamics of AI-augmented pedagogy in East Asian universities shaped by Confucian Heritage Culture. Simulations across three institutional scenarios—unrestricted adoption, full restriction, and managed transition—reveal a characteristic Emergent Competency Transition Curve: a temporary competency dip that is structurally inevitable yet recoverable through timely pedagogical intervention. The findings reframe AI integration from a technology adoption decision into a structural design challenge, urging institutions to compress the gap between adoption speed and pedagogical adaptation before cognitive erosion becomes entrenched.
Recommended Citation
Kim, Taekyung and Kang, Martin, "Navigating the transition: a system dynamics analysis of AI-augmented pedagogy in east asian data science education" (2026). PACIS 2026 Proceedings. 4.
https://aisel.aisnet.org/pacis2026/is_education/is_education/4
Navigating the transition: a system dynamics analysis of AI-augmented pedagogy in east asian data science education
Generative AI tools promise transformative gains in data science education, yet their uncritical adoption risks eroding the independent analytical competencies they appear to enhance. This study investigates that paradox through a System Dynamics model calibrated with Korea Education & Research Information Service (KERIS) policy data. The model couples a fast-acting Productivity Loop—where AI amplifies technical output—with a slow-acting Erosion Loop—where cognitive offloading degrades critical thinking—to capture the emergent dynamics of AI-augmented pedagogy in East Asian universities shaped by Confucian Heritage Culture. Simulations across three institutional scenarios—unrestricted adoption, full restriction, and managed transition—reveal a characteristic Emergent Competency Transition Curve: a temporary competency dip that is structurally inevitable yet recoverable through timely pedagogical intervention. The findings reframe AI integration from a technology adoption decision into a structural design challenge, urging institutions to compress the gap between adoption speed and pedagogical adaptation before cognitive erosion becomes entrenched.
Comments
04-DigitalLearning