Generative AI use and academic achievement: a cross-sectional
study of Czech seventh-grade students

J 2026

Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students

LINTNER, Tomáš; Libor JUHAŇÁK; Markéta ŽÁKOVÁ; Lukáš PLCH; Ivan ROPOVIK et al.

Základní údaje

Originální název

Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students

Autoři

LINTNER, Tomáš; Libor JUHAŇÁK ; Markéta ŽÁKOVÁ ; Lukáš PLCH a Ivan ROPOVIK

Vydání

Education and Information Technologies, SPRINGER, 2026, 1360-2357

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 5.400 v roce 2024

Označené pro přenos do RIV

Organizační jednotka

Filozofická fakulta

DOI

https://doi.org/10.1007/s10639-026-14002-3

Klíčová slova anglicky

Leaarning approaches; Academic achievement; AI in education; GenAI; epistemic offloading; SEM

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 16. 4. 2026 11:23, Tomáš Lintner, Ph.D.

Anotace

V originále

This study examines how Generative Artificial Intelligence (GenAI) use is associated with academic achievement among Czech seventh-grade students. Grounded in the deep versus surface approaches to learning framework, we distinguish between the frequency of GenAI use and students’ endorsement of reliance on GenAI over understanding, defined as the belief that knowing how to prompt AI effectively is more important than developing one’s own conceptual understanding. Using cross-sectional survey data from a nationally stratified sample of 2,307 students, we estimated structural equation models predicting IRT-scaled achievement in mathematics and Czech language. Frequency of GenAI use was not positively associated with achievement in either subject. In contrast, stronger endorsement of reliance on GenAI over understanding was consistently and negatively associated with achievement, with a more pronounced relationship in Czech language. Neither GenAI use frequency nor reliance significantly moderated the associations between learning-related dispositions and achievement. These findings suggest that the educational implications of GenAI depend less on how often students use AI tools and more on whether AI is approached as a support for understanding or as a substitute for cognitive engagement. The results contribute to debates on epistemic offloading and the role of AI in shaping students’ orientations toward learning.

Návaznosti

EH23_025/0008713, projekt VaV

Název: Zprostředkovaná společnost

Přiložené soubory

Lintner_et_al_2026_Generative_AI_use_and_academic_achievement.pdf

Citovat

LINTNER, Tomáš; Libor JUHAŇÁK; Markéta ŽÁKOVÁ; Lukáš PLCH a Ivan ROPOVIK. Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students. Education and Information Technologies. SPRINGER, 2026. ISSN 1360-2357. Dostupné z: https://doi.org/10.1007/s10639-026-14002-3.

@article{2566777,
   author = {Lintner, Tomáš and Juhaňák, Libor and Žáková, Markéta and Plch, Lukáš and Ropovik, Ivan},
   doi = {https://doi.org/10.1007/s10639-026-14002-3},
   keywords = {Leaarning approaches; Academic achievement; AI in education; GenAI; epistemic offloading; SEM},
   language = {eng},
   issn = {1360-2357},
   journal = {Education and Information Technologies},
   title = {Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students},
   url = {https://doi.org/10.1007/s10639-026-14002-3},
   year = {2026}
}

TY  - JOUR
ID  - 2566777
AU  - Lintner, Tomáš - Juhaňák, Libor - Žáková, Markéta - Plch, Lukáš - Ropovik, Ivan
PY  - 2026
TI  - Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students
JF  - Education and Information Technologies
PB  - SPRINGER
SN  - 13602357
KW  - Leaarning approaches
KW  - Academic achievement
KW  - AI in education
KW  - GenAI
KW  - epistemic offloading
KW  - SEM
UR  - https://doi.org/10.1007/s10639-026-14002-3
N2  - This study examines how Generative Artificial Intelligence (GenAI) use is associated with academic achievement among Czech seventh-grade students. Grounded in the deep versus surface approaches to learning framework, we distinguish between the frequency of GenAI use and students’ endorsement of reliance on GenAI over understanding, defined as the belief that knowing how to prompt AI effectively is more important than developing one’s own conceptual understanding. Using cross-sectional survey data from a nationally stratified sample of 2,307 students, we estimated structural equation models predicting IRT-scaled achievement in mathematics and Czech language. Frequency of GenAI use was not positively associated with achievement in either subject. In contrast, stronger endorsement of reliance on GenAI over understanding was consistently and negatively associated with achievement, with a more pronounced relationship in Czech language. Neither GenAI use frequency nor reliance significantly moderated the associations between learning-related dispositions and achievement. These findings suggest that the educational implications of GenAI depend less on how often students use AI tools and more on whether AI is approached as a support for understanding or as a substitute for cognitive engagement. The results contribute to debates on epistemic offloading and the role of AI in shaping students’ orientations toward learning.
ER  -

LINTNER, Tomáš; Libor JUHAŇÁK; Markéta ŽÁKOVÁ; Lukáš PLCH a Ivan ROPOVIK. Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students. \textit{Education and Information Technologies}. SPRINGER, 2026. ISSN~1360-2357. Dostupné z: https://doi.org/10.1007/s10639-026-14002-3.

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