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Article Exploring the Role of Search Experience and Self-Efficacy in Cognitive Self-Esteem: a Latent Growth Modelling Approach(Sage Publications inc, 2025) Akgun, Mahir; Toker, SacipIn this study, we seek to contribute to a broader understanding of the processes and contexts that lead to inflated judgments of cognitive ability in human-computer partnerships. We conducted a within-subject experiment design study with 164 college students in order to explore the impact of the search experience on cognitive self-esteem (CSE). Our preliminary findings revealed that search experience is an important factor that influences individuals' perception of their abilities to answer questions. This influence was observed regardless of whether they have access to search tools or not. However, search experience does not explain the significant change in CSE that we found between "access" and "no access" (to search tools) conditions.Conference Object Short-Term Gains, Long-Term Gaps: The Impact of GenAI and Search Technologies on Retention(Springer International Publishing AG, 2025) Akgun, Mahir; Toker, SacipThe rise of Generative AI (GenAI) tools, such as ChatGPT, has transformed how students access and engage with information, raising questions about their impact on learning outcomes and retention. This study investigates how GenAI (ChatGPT), search engines (Google), and e-textbooks influence student performance across tasks of varying cognitive complexity, based on Bloom's Taxonomy. Using a sample of 123 students, we examined performance in three tasks: [1] knowing and understanding, [2] applying, and [3] synthesizing, evaluating, and creating. Results indicate that ChatGPT and Google groups outperformed the control group in immediate assessments for lower-order cognitive tasks, benefiting from quick access to structured information. However, their advantage diminished over time, with retention test scores aligning with those of the e-textbook group. For higher-order cognitive tasks, no significant differences were observed among groups, with the control group demonstrating the highest retention. These findings suggest that while AI-driven tools facilitate immediate performance, they do not inherently reinforce long-term retention unless supported by structured learning strategies. The study highlights the need for balanced technology integration in education, ensuring that AI tools are paired with pedagogical approaches that promote deep cognitive engagement and knowledge retention.
