The Impact of Artificial Intelligence Tools on Learning Modalities, Educational Dependency, and Cognitive Tendencies: A Comparative Cross-Institutional Study

Abstract

Background: The rapid proliferation of consumer-grade Artificial Intelligence (AI) platforms has significantly altered the educational landscape, yet comparative data regarding usage patterns and perceived cognitive impacts across diverse socio-institutional environments remain sparse.

Aims/Objectives: To evaluate and compare AI utilization models, help-seeking behaviours, and subjective cognitive impacts among secondary students between a CBSE school and a Non-CBSE school.

Methodology: A multi-centre, cross-sectional descriptive cohort study evaluated students across Grades 5–12 (N = 294; n = 147 per school). Data collection utilized an electronic multi-variable assessment tool. Statistical significance was verified using Chi-square ( ) analyses and Student’s t-tests.

Results: Demographic parameters (age, gender, grade distribution) were statistically identical between cohorts ( ). The CBSE school demonstrated significantly higher daily AI interactions (55.8%) compared to the Non-CBSE school (22.4%; ), primarily favouring generative Large Language Models (LLMs) (59.2% vs. 24.8%; ). The Non-CBSE school heavily relied on standard search engines (62.4%). Perceptions of AI inducing cognitive passivity ("laziness") were significantly higher in the CBSE school (59.2%) than the Non-CBSE school (37.6%; ). CBSE school students reported higher reductions in independent study time (56.7% vs. 39.2%; ) and greater application in STEM fields (51.7% vs. 32.8%; ). Academic oversight was significantly superior in the Non-CBSE school (40.8% actively monitored vs. 24.2% in the CBSE school; ).

Conclusion: Institutional frameworks, curriculum structures, and oversight mechanisms strictly modulate adolescent AI engagement. CBSE environments correlate with high-frequency LLM utilization and elevated self-reported academic dependencies, highlighting the need for targeted digital hygiene guidelines.