“A STUDY TO ASSESS THE IMPACT OF OVER RELIANCE TO AI DIALOGUE ON COGNITIVE ABILITY AND ACADEMIC STRESS AMONG GENERATION-Z STUDENTS IN SELECTED COLLEGE OF NURSING, MEERUT”

Abstract

Introduction: The rapid advancement of AI technologies has transformed the way students access and process information. AI dialogue tools provide instant responses, personalized learning experiences, and academic assistance, making learning more efficient and accessible. A descriptive correlational study among nursing students reported that approximately 92.7% of students used ChatGPT and other AI tools for educational purposes. However, many participants expressed concerns regarding the accuracy, ethical implications, and excessive dependence on AI-generated information. The study also revealed that the majority of students experienced moderate academic stress (75.5%), indicating that increased reliance on AI tools may be associated with higher levels of academic stress and reduced engagement in independent learning activities. (Mason, T., et al. 2025). Nursing cognitive ability (87%), and moderate academic stress (75.5%). The study found that increased students revealed that the majority of students had moderate AI reliance (99%), average reliance on AI dialogue tools is associated with reduced cognitive ability and higher academic stress. Therefore, balanced and responsible use of AI tools is important to promote independent thinking, cognitive development, and stress management among nursing students. Objective: To assess AI reliance, cognitive ability, and academic stress, and examine their relationships and associations with selected demographic variables among Generation-Z nursing students. Methodology: The study was conducted in College of Nursing, L.L.R.M Medical College, Meerut among 200 Nursing students by using the convenience sampling technique who met the eligibility criteria and provide written consent. Descriptive correlation research design was adopted. The data was collected with demographic questionnaire and self-structured level of AI usage, self-structured Academic stress questionnaire and self- structured cognitive tool. Descriptive and inferential statistics were used for data analysis. Results: The study findings revealed that the majority (99%) of Generation-Z Nursing students had a moderate level of AI reliance, 87% demonstrated average cognitive ability, and 75.5% experienced moderate academic stress. A statistically significant negative correlation was found between AI reliance and cognitive ability (Karl Pearson's Correlation Coefficient, r = 0.42, p = 0.001), indicating that increased AI reliance was associated with reduced cognitive ability. A statistically significant positive correlation was observed between AI reliance and academic stress (Karl Pearson's Correlation Coefficient, r = 0.36, p = 0.002), suggesting that higher AI reliance was associated with increased academic stress. Furthermore, a statistically significant negative correlation was found between cognitive ability and academic stress (Karl Pearson's Correlation Coefficient, r = -0.31, p = 0.004). Significant associations were also observed between selected demographic variables (age, area of living, monthly family income, year of study, and type of AI tool used) and the major study variables using the Chi-square (χ²) test at the p < 0.05 level of significance. Conclusion: The study found that most Generation-Z nursing students had moderate AI reliance, average cognitive ability, and moderate academic stress. Statistical analysis showed that increased AI reliance was significantly associated with decreased cognitive ability (r = 0.42, p < 0.05) and increased academic stress (r = 0.38, p < 0.05). A significant negative relationship was also found between cognitive ability and academic stress (r = -0.45, p < 0.05), indicating that students with better cognitive ability experienced less academic stress. These findings highlight the importance of using AI tools responsibly to support cognitive development and reduce academic stress.