Layer-sensitive cognitive offloading in generative AI-assisted writing: supported performance and independent no-AI outcomes
TL;DR
The findings distinguish performance achieved with GenAI from competence demonstrated independently after support is removed, which is interpreted as classroom-level, mechanism-consistent associations rather than definitive causal effects.
Abstract
Introduction Writing with generative artificial intelligence (GenAI) can improve a supported product without necessarily strengthening the competence that remains after support is removed. This study examined that distinction through a layer-sensitive account of cognitive offloading. Methods In this eight-week quasi-experimental classroom study, 180 Chinese undergraduates from six intact English academic-writing classes entered the study and 168 completed the protocol. Two classes were assigned to each of three conditions: no-AI writing, bounded AI support with compulsory reflection, and open AI collaboration. Students completed a baseline task, three intervention assignments, and a supervised Week 8 independent no-AI near-transfer task. Results Open AI collaboration had the highest observed supported-writing mean (M = 4.02), although the class-clustered open–bounded contrast was imprecise (adjusted difference = 0.21, 95% CI [0.06, 0.36], wild-cluster p = 0.064). At Week 8, the bounded-support condition showed higher adjusted outcomes than open collaboration in writing quality (difference = 0.27), higher-order thinking (0.35), argument depth (0.42), and independent revision quality (0.39); exact wild-cluster p values ranged from 0.050 to 0.063. Within the 112 AI-exposed students, open collaboration involved more prompts, greater text incorporation, less self-generated text, and deeper idea and reasoning offloading. An adjusted associative decomposition showed that open collaboration predicted higher aggregate offloading (a = 0.77, SE = 0.06), which was associated with lower Week 8 higher-order thinking (b = −0.45, SE = 0.08); the bootstrap indirect estimate was −0.34, 95% CI [−0.48, −0.21]. Self-regulated writing attenuated, but did not eliminate, this negative association. Discussion Because conditions were allocated by only six intact classes and the bounded condition combined delegation restrictions with compulsory reflection, the results are interpreted as classroom-level, mechanism-consistent associations rather than definitive causal effects. The findings distinguish performance achieved with GenAI from competence demonstrated independently after support is removed.