M Soni Clara

AI tells us what we want to hear, while our loved ones tell us what we need to hear. We are living in an era where AI is everywhere. While AI offers countless advantages that make our lives easier, there is also a darker side to its rapid rise. One major concern is the gradual replacement of real human interactions with AI chatbots. Nowadays, people tend to consult AI for almost everything even for the smallest doubts or deeply personal matters. AI models like ChatGPT are trained to mirror the user’s language and tone, validate their beliefs, generate prompts to sustain conversation, and prioritize continuity, engagement, and user satisfaction. Since it is designed to respond in a personalized manner, it often aligns with the individual’s thoughts or emotions, even when the response may not actually help the person. This constant validation can create a false sense of emotional support, leading individuals to depend more on technology than on genuine human connections. As a result, the line between human interaction and artificial interaction is becoming increasingly blurred. While AI continues to revolutionize the way we live and connect, it is important to remember that ethical judgment, emotional empathy, and real human connection can never truly be replicated by machines. The purpose of the current study was to examine the relationship between artificial intelligence dependency and decision-making. The study sampled 67 students aged 18 to 25 years. Standardized psychological scales were administered to measure the influence of AI on decision-making. The results revealed that the relationship between artificial intelligence dependency and decision making was significantly positive. As AI dependency increases, reliance on AI for making decisions also increases. People are more likely to rely on AI for decision-making when decisions are complex or unfamiliar since AI systems are framed as highly accurate or authoritative. Therefore, people do develop dependency on AI for decision-making.

In today’s fast-paced world, all kinds of information are available at our fingertips. Digitalization serves as both a reward and a curse for humanity. After the global pandemic, communication methods, especially in the education sector, changed drastically. Nowadays, students are introduced to the internet at an early age, which is a concern for parents. The use of mobile phones has become an important aspect of parenting. The way we use the internet and the type of information we consume have a strong influence on our thinking, attitude, personality, and behavior. Therefore, maintaining a disciplined routine with screens is important. Students today are highly dependent on the internet and can hardly spend a minute without it. The purpose of the study was to understand the effect of the internet on attention, learning, and cognitive flexibility among students. Excessive use of Instagram and short videos such as Reels and Shorts is associated with problems in attention, as these platforms contribute to shorter attention spans and reduced ability to sustain focus. This affects time management and learning efficiency. Cognitive flexibility can develop in both positive and negative ways. The internet also has a significant impact on brain’s rewiring, also known as neuroplasticity, as our online habits continuously reshape neural pathways related to attention and emotion. Regular undisciplined internet use can alter brain functions, leading to reduced focus and impaired cognitive control. The study included 33 university students between the ages of 17 and 25. Standardized psychological scales were administered to measure the effect of the internet on attention, learning and cognitive flexibility. The study revealed a positive relationship between attention and learning, which is significant. As students’ attention levels increase, their learning performance also improves. Conversely, lower attention levels are associated with poorer learning outcomes. The study found a non-significant positive relationship between internet use and attention, and a negative but non- significant relationship between internet use and learning. These findings suggest that while internet use may influence students’ cognitive processes, the effects are not conclusive, indicating the need for further research.