O uso de IA generativa e seus efeitos sobre a metacognição e autonomia intelectual de estudantes universitários: um mapeamento sistemático da literatura

Abstract

Constant technological advancements have contributed to various fields, transforming modern society, including education. In this context, generative artificial intelligence tools, such as ChatGPT and Gemini, are used daily for research and study purposes, aiding in personalized learning. However, recent research points out that the use of these tools can influence students’ critical reflection capacity and intellectual autonomy. Given this scenario, this study aims to analyze the effects of generative artificial intelligence use on the metacognition and intellectual autonomy of university students. To this end, a systematic literature mapping was conducted following protocols established in the literature, which resulted in the selection of 23 primary articles published between 2021 and 2026. The results show that the technology is employed for virtual tutoring, information retrieval, and writing assistance. Regarding metacognition, the studies identified a stimulus to critical thinking when there is reflective use; however, they warn of metacognitive laziness, characterized by the passive acceptance of generated responses. In relation to autonomy, the papers report an increase in technological dependency, but also indicate that autonomy can be preserved when there is pedagogical guidance. With this work, this research contributes to the literature in the field by highlighting that the impacts of these technologies vary according to pedagogical planning and the level of digital literacy among higher education students.