Generative AI Usage, Critical Thinking, and Learning Engagement: A Correlational Study of Undergraduate Students in Henan Regional Universities, China

DOI: https://doi.org/10.25147/ijcsr.v10i0.872

Abstract

Purpose – Generative artificial intelligence (GenAI) is rapidly permeating university campuses, yet its relationships with critical thinking and learning engagement remain underexplored in China's regional universities. This study examined associations among undergraduates' GenAI usage behaviours, critical thinking dispositions, and learning engagement.

Method – A descriptive-correlational design was employed with 360 full-time undergraduates from three local universities in Henan Province. Validated instruments measured GenAI usage (frequency, context, purpose, method), five critical thinking dimensions, and three learning engagement dimensions. Pearson product–moment correlation analysis was used to examine the associations among the study variables.

Results – Students exhibited high-frequency but low-depth GenAI usage. Quality of engagement (context, purpose, method) was positively associated with analytical skill, systematic skill, inquisitiveness, and all learning engagement dimensions, but negatively correlated with truth-seeking and cognitive maturity. Usage frequency showed weak or non-significant associations.

Conclusion – How students engage with GenAI, rather than how often, is the critical factor influencing educational outcomes, with potential trade-offs in cognitive dispositions.

Recommendations – GenAI literacy could emphasise purposeful, critical use. Teachers are encouraged to design activities guiding reflective AI engagement. Institutions may consider developing clear guidelines for responsible integration.

Research Implications – The study contributes localised empirical evidence on the quality–outcome relationships of GenAI usage and offers a foundation for future research on intentional GenAI engagement in regional higher education.

Practical Implications – Universities should embed AI literacy in first-year curricula, using structured verification tasks; teachers should model critical AI use in assignments requiring synthesis rather than reproduction.

Author Biographies

Gracia De Guzman Sarao, Trinity University of Asia, Philippines

Gracia DG. Sarao holds a Doctor of Education degree from Trinity University of Asia, Philippines. She is affiliated with Trinity University of Asia, where she has served as a faculty member and held academic leadership roles in Language, Humanities and Contemporary Human Studies. Her research interests include English Language Education, Educational Administration, and School sustainability.

Canyang Zhao, Trinity University of Asia, Philippines; Shangqiu Normal University, China

Canyang Zhao is a faculty member at Shangqiu Normal University, where he teaches architecture-related courses. He holds a Master's degree in Architecture from the University of New South Wales and is currently pursuing a Doctorate in Educational Management. His expertise focuses on architectural teaching and educational administration.

Published
2026-07-27
How to Cite
SARAO, Gracia De Guzman; ZHAO, Canyang. Generative AI Usage, Critical Thinking, and Learning Engagement: A Correlational Study of Undergraduate Students in Henan Regional Universities, China. International Journal of Computing Sciences Research, [S.l.], v. 10, p. 4331-4351, july 2026. ISSN 2546-115X. Available at: <//www.stepacademic.net/ijcsr/article/view/872>. Date accessed: 06 aug. 2026. doi: https://doi.org/10.25147/ijcsr.v10i0.872.
Citation Formats
Issue
Vol 10 (2026): Volume 10
Section
Articles
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