DSH Perspective
This project investigates how the widespread adoption of generative AI is reshaping learning processes and the very perception of competence. By analyzing the “illusion of competence,” it explores whether AI technologies truly enable new forms of knowledge or instead foster a progressive loss of cognitive autonomy.
Research Leads
DSH Team
Objectives
To examine whether the use of generative AI supports the development of genuine competences or merely facilitates the production of seemingly correct outputs without substantive cognitive growth. The project aims to propose a framework to distinguish between real and perceived competences.
Context and Relevance
The rapid expansion of generative AI has made complex tasks accessible to students and professionals alike. Yet this progress risks creating a paradox: enhanced apparent performance coupled with diminished critical learning. Understanding this dynamic is essential to ensuring a digital transformation that sustains long-term competence development.
Methodology
The research adopts a comparative experimental design involving two participant groups (with and without domain-specific expertise). Both groups will perform a strategic task (a Business Plan) with the support of generative AI. Outputs will be assessed using evaluation rubrics, post-task surveys, and qualitative analysis.
Expected Results / Outputs
- Empirical evidence on the gap between AI-assisted performance and genuine competence.
- Identification of areas where AI supports or undermines learning processes.
- Proposal of a cognitive awareness framework for responsible AI use.