Palavras-chave
Interação humano–IA
Descarregamento cognitivo
Letramento em IA
Pensamento crítico
PLS-SEM
Gana
Ensino superior
Como Citar
Resumo
Contexto: A inteligência artificial generativa (IAGen) está transformando rapidamente o ensino superior; contudo, os processos cognitivos por meio dos quais ela afeta a aprendizagem ainda permanecem insuficientemente teorizados.
Objetivo: Este estudo amplia as perspectivas centradas na adoção ao desenvolver e testar empiricamente um Modelo de Interação Humano–IA (HAIM), que posiciona a qualidade da interação cognitiva, e não a mera adoção da tecnologia, como o principal determinante dos resultados educacionais. O modelo fundamenta-se na Teoria da Cognição Estendida e na Teoria da Aprendizagem Autorregulada e especifica dez relações hipotéticas entre sete construtos: letramento em IA, confiança na IA, descarregamento cognitivo, comportamento de cocriação, comportamento de verificação, resultados de aprendizagem e pensamento crítico.
Métodos: Foram coletados dados de uma pesquisa transversal com 623 estudantes universitários de cinco instituições de Gana, analisados por meio da Modelagem de Equações Estruturais por Mínimos Quadrados Parciais (PLS-SEM), com 5.000 reamostragens bootstrap. O modelo de mensuração apresentou boa confiabilidade, tendo sido confirmadas as validades convergente e discriminante.
Resultados: O letramento em IA predisse positivamente o comportamento de cocriação (β = 0,479) e negativamente o descarregamento cognitivo (β = −0,199). A confiança não calibrada esteve positivamente associada ao descarregamento cognitivo (β = 0,319), que, por sua vez, reduziu os resultados de aprendizagem (β = −0,216). O comportamento de cocriação foi o mais forte preditor dos resultados de aprendizagem (β = 0,531), enquanto o comportamento de verificação foi o mais forte preditor do pensamento crítico (β = 0,540). A análise de mediação confirmou que o descarregamento cognitivo e o comportamento de verificação constituem os principais mecanismos que conectam a confiança e o letramento aos resultados.
Conclusão: Os achados sustentam uma abordagem cognitivamente fundamentada da interação humano–IA e ressaltam a necessidade de intervenções voltadas ao letramento em IA que promovam o engajamento crítico, em vez da dependência passiva, particularmente nos contextos de ensino superior do Sul Global.
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