Is AI the End of Critical Thinking? A Mixed-Methods Evaluation of the Impact of LLMs on Cognitive Load, Self-Efficacy, Content Knowledge, and Discussion Readiness in a Flipped Classroom Context.

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dc.contributor.advisorEric Wiebe, Chair
dc.contributor.advisorZixuan Cang, Graduate School Representative
dc.contributor.advisorAnne McLaughlin, Member
dc.contributor.advisorYingchen He, Member
dc.contributor.advisorDoug Gillan, Member
dc.contributor.authorBounajim, Dolly Bashir
dc.date.accepted2026-07-27
dc.date.accessioned2026-08-05T12:30:26Z
dc.date.available2026-08-05T12:30:26Z
dc.date.defense2026-06-19
dc.date.issued2026-06-19
dc.date.released2026-08-05
dc.date.reviewed2026-07-08
dc.date.submitted2026-06-30
dc.degree.disciplinePsychology
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg47323
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/47001
dc.titleIs AI the End of Critical Thinking? A Mixed-Methods Evaluation of the Impact of LLMs on Cognitive Load, Self-Efficacy, Content Knowledge, and Discussion Readiness in a Flipped Classroom Context.

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