The Phenomenon of Digital Dependence on AI and the Reading Literacy Crisis Among College Students
Fenomena Ketergantungan Digital AI dan Krisis Literasi Membaca Pada Mahasiswa
DOI:
https://doi.org/10.21070/ups.12475Keywords:
Artificial Intelligence, reading literacy, students, phenomenology, deep reading, critical thinkingAbstract
This study aims to investigate the impact of Artificial Intelligence (AI) use on students’ learning processes and its potential contribution to a reading literacy crisis. This study employs a qualitative approach with a phenomenological method based on Alfred Schutz’s theory to understand students’ subjective experiences in using AI. Data were collected through in-depth interviews with five students who demonstrated a high level of dependence on AI, supported by observation and documentation. The findings indicate that intensive AI use provides time efficiency, helps simplify complex materials, and accelerates the completion of academic assignments. However, excessive dependence on AI may reduce deep reading habits, contextual understanding, and analytical and critical thinking skills. Thus, AI offers both benefits and risks in the learning process. Its use should be proportional and balanced with educational policies that support the development of students’ reading literacy and critical thinking skills.
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