Learning by Chatting? Investigating the Impact of Generative AI on Information Seeking and Learning

2026-06-10

AI Summary

This study investigates the impact of generative artificial intelligence—exemplified by ChatGPT—on human information-seeking behavior and higher-order learning outcomes, with particular attention to its potential erosion of cognitive autonomy. Through an eight-day between-subjects field experiment integrating daily diary entries and mixed-methods analysis, the research compares how users engaging in informal learning differ in their behaviors and learning results when using ChatGPT versus Google Search. The study provides the first empirical evidence that, compared to traditional search engines, ChatGPT significantly reduces users’ information-seeking agency, increases metacognitive load, and shifts knowledge acquisition toward ready-made solutions rather than principled understanding, ultimately resulting in poorer performance on higher-order learning dimensions such as critical thinking.

Abstract

Generative AI (GenAI) tools offer increasing opportunities for augmenting human cognitive tasks. Among these tasks, information seeking is being rapidly reshaped by GenAI tools, with potentially profound implications for learning and knowledge acquisition. To investigate these implications, we conducted a between-subjects field experiment in which participants pursued informal learning by seeking information through either ChatGPT or Google Search over a span of 8 days. Using a daily diary protocol, we gathered in-situ data on their information-seeking processes. Our findings show that participants in the ChatGPT group experienced diminished agency in their information-seeking processes, as they offloaded much of the information selection to AI, and consequently experienced greater meta-cognitive load arising from this reduced sense of control. We further highlight two sources of distortion in information access when using ChatGPT: biases in ChatGPT outputs, particularly towards providing solution-oriented artifacts over principled knowledge; and systematic shifts in users' information-seeking behaviors, whereby the conversational and socially-oriented interaction paradigm of current GenAI tools may inadvertently reduce exploration of the broader knowledge space. As a result, on average, participants in the ChatGPT group had worse learning outcomes than those using Google, especially for higher-order critical learning. Our work suggests inherent tensions between offloading information seeking to AI and meaningful learning, and provides broader implications for understanding AI's risks to human cognition.

Problem

• Generative AI
• information seeking
• learning outcomes
• cognitive offloading
• knowledge acquisition

Innovation

• generative AI
• information seeking
• learning outcomes
• metacognitive load
• field experiment