The Impact of Artificial Intelligence on Students' Problem Identification and Convergent Thinking Abilities

Abstract

The rapid integration of generative artificial intelligence (AI) tools, such as ChatGPT and Gemini, into higher education has sparked considerable debate regarding their influence on students' cognitive abilities, particularly problem identification and convergent thinking. This study examines the impact of AI usage on these skills among full-time undergraduate students in accredited public and private universities in Kwara State, Nigeria. Drawing on a target population of approximately 90,000 students, a sample of 385 participants was selected using Cochran's finite population formula and surveyed via an online questionnaire assessing AI adoption frequency, perceptions of problem-solving support, and self-reported effects on critical thinking. Descriptive findings reveal widespread AI engagement (over 75% using tools "often" or "sometimes"), with 75% agreeing that AI aids in identifying key issues in complex problems. Inferential analyses, including simple linear regression (β = 0.45, p < 0.001, R² = 0.120) and one-way ANOVA (F = 5.60, p = 0.001), confirm two hypotheses: (1) higher AI usage frequency positively associates with perceived critical thinking impact, and (2) students perceiving AI as encouraging creativity report significantly greater benefits than those viewing it as emphasizing structured thinking (post-hoc t = 2.80, p = 0.005). These results highlight AI's potential to enhance convergent thinking through structured guidance and diverse perspectives, while underscoring risks of over-reliance and cognitive homogenization when used rigidly.

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