Abstract
Powered by large language models, Generative AI produces texts by predicting word sequences based on patterns learned from human extensive training data. These tools have rapidly integrated into student life for generating ideas, summarizing readings, solving problems, and drafting essays. This change in behavior raises a central question: Is AI the latest form of cognitive offloading, or does it fundamentally change the way students develop their minds? This essay argues that GenAI is not simply a cognitive offloading tool. Unlike calculators or notebooks, GenAI displaces the core thinking processes required to create lasting memories. While the technology offers visible gains in task execution speed and performance, these immediate advantages come with severe long-term costs: specifically, the suppression of generation effect and the degradation of metacognitive awareness. These findings suggest that using AI uncritically can erode cognitive skills when it is meant to enhance. To address these liabilities, the focus on AI in education should be shifted toward prioritizing independent thinking before using AI, requiring students to justify AI-generated content, and valuing learning processes over final outputs.
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