The roles of cognitive, environmental, and efficacy drivers in academic research practice

Abstract

Usage of Artificial Intelligence (AI) tools in research setting has become a phenomenon. Many research has already explored AI adoption and usage behavior. Limited considerations has been given towards cognitive capability in using AI effectively and ethically in research setting. Although there are benefits of AI usage in this domain, the issue persist on whether the AI-generated outputs assessment also move together with AI utilization. To address this gap, this study proposes the Triadic Model of AI Competency (TMAC). Grounding in Social Cognitive Theory, this study contributes by redefining AI competency from a multidimensional literacy perspective to a cognitively grounded capability. The model emphasize how AI-assisted research practice is influenced by active Cognitive Drivers, Environmental Drivers, and Efficacy Drivers