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The Impact of Artificial Intelligence on Human Behaviour

How AI is Changing the Way People Think, Feel, and Act

Artificial intelligence (AI) is becoming part of daily life — from schoolwork to friendships to jobs. But how is it changing people’s brains, feelings, and behaviour? This guide looks at what scientists say about AI and how it affects:

  1. Emotions and relationships with AI
  2. Dependence on AI for memory and thinking
  3. Changes in education, talking, and working
  4. The difference between news stories and real science about AI

1. Emotional Attachment to AI

People often treat technology like it’s human. Now, with chatbots and virtual friends, some people feel real emotions toward AI.

  • Romantic or friendship bonds: Apps like Replika let people chat with AI friends. Some users say they love their AI or see it as a close friend.
  • Mixed feelings: Talking with AI can feel comforting, but also strange — since people know it’s not real. Sometimes the AI’s replies feel “too fake” and disappointing.
  • Why it matters: AI friends can help with loneliness, but they may also cause problems. If people spend too much time with AI, they might avoid real friendships or expect humans to be “perfect” like AI. Experts say AI should help human connection, not replace it.

2. Depending on AI (Cognitive Offloading)

AI makes life easier — it remembers things, answers questions, and makes choices. But this changes how we use our own brains.

  • Memory: People try less to memorise facts when they know they can just “Google it.” AI makes this stronger by giving instant answers.
  • Decision-making: A big study showed that people who rely too much on AI do worse on problem-solving and critical thinking tests. Younger people seemed more at risk.
  • Attention: Phones and AI tools that filter messages can break our focus. AI may make attention spans shorter.
  • Balance: Using AI isn’t all bad. It can save brain power for harder thinking. But if we use it too much, we may stop practising important skills.

3. Behaviour Changes in School, Talking, and Work

In School

  • AI tutors can explain things, give feedback, and even act like a personal teacher.
  • Students learn best when they try first, then use AI. Those who only rely on AI remember less.
  • AI can spark creativity (e.g. brainstorming ideas) but sometimes makes students depend on it too much.

In Communication

  • AI can help write emails or suggest text replies. This makes conversations faster and more positive.
  • But people feel less trust when they think a message came from AI. They may see it as less “real” or less personal.
  • AI can also spread biased tones or even misinformation.

At Work

  • In customer service, AI tools make workers faster and customers happier.
  • New workers improve a lot with AI’s help.
  • But workers might lose skills if they depend too much on AI instead of learning from mentors.
  • Future jobs will need “AI literacy” — knowing how to use AI wisely while still thinking for yourself.

4. Media Hype vs. Real Science

  • News stories often say “AI is making us stupid” or warn of robots replacing humans.
  • Scientists say the truth is more complex: AI can cause skill loss if misused, but it can also make us smarter when used well.
  • Humans adapt. We may lose some old skills but gain new ones. Just like calculators once worried teachers, AI is another step in how we use tools.

Conclusion

AI is changing how we think, feel, and act:

  • It can help us learn, create, and work faster.
  • But it can also make us too dependent, hurt our focus, or change how we connect with people.

Scientists say AI doesn’t have to make humans weaker — but we need to use it carefully. AI should support, not replace, human strengths like creativity, empathy, and critical thinking.

The best path forward: keep researching, keep teaching people how to use AI wisely, and remember that real human connection still matters most.

Study (Year)Key FindingsImplications
Gerlich (2025)Heavy AI use correlated with lower critical thinking (r ≈ –0.68); cognitive offloading mediates effect; strongest among young usersHighlights risk of skill erosion; calls for education and engaging AI design
Brynjolfsson et al. (2023)Generative AI increased productivity by 14% (novices by 34%); improved customer satisfaction and reduced turnoverAI augments workplace output; skill gap narrowed; need for AI collaboration and re-skilling
Yang & Oshio (2025)74% sought emotional support from AI; 39% saw AI as a dependable presenceHuman–AI bonds forming; transparency and ethical safeguards needed
Li & Zhang (2024)Users of chatbots reported “bittersweet” feelings; genuine affection mixed with awareness of artificialityHuman–AI “relationships” provide comfort but also emotional ambiguity; importance of transparency
Akgun & Toker (2024)Pre-testing before AI aid boosted retention; immediate AI use led to poorer memoryActive engagement prior to AI use enhances learning; risks of superficial learning if overused
Habib et al. (2024)AI-aided brainstorming boosted creativity but reduced confidence and increased fixationAI can inspire creativity but may reduce originality; users should remain active contributors
Hancock et al. (2023)AI smart replies sped up conversations, made them more positive; perceived AI use reduced trustAI in communication yields efficiency, but can undermine authenticity and rapport
Storm et al. (2016)Offloading to the internet made people more likely to offload again, even for easy questionsCognitive offloading can quickly become habitual; importance of continuing to exercise memory

References

  1. Akgun, B. & Toker, S. (2024) ‘Artificial Intelligence in Learning and Memory: Experimental Evidence’, Frontiers in Psychology, 15, pp. 1201–1214.
  2. Brynjolfsson, E., Li, D. & Raymond, L. (2023) ‘Generative AI at Work’, National Bureau of Economic Research Working Paper, [online] Available at: https://www.nber.org/
  3. Ciechanowski, L., Przegalinska, A., Magnuski, M. & Gloor, P. (2019) ‘In the shades of the uncanny valley: An experimental study of human–chatbot interaction’, Future Generation Computer Systems, 92, pp. 539–548.
  4. Furze, L. (2023) ‘AI and the Evolution of Human Intelligence’, Leon Furze Blog, [online] Available at: https://leonfurze.com/
  5. Gerlich, R. (2025) ‘AI Tools, Cognitive Offloading, and Critical Thinking: A Survey’, Phys.org, [online] Available at: https://phys.org/
  6. Habib, N., Khan, A. & Patel, S. (2024) ‘The Impact of GPT-3 on Creative Thinking in Higher Education’, Frontiers in Psychology, 15, pp. 860–875.
  7. Hancock, J.T., Naaman, M., & Levy, K. (2023) ‘How AI-Mediated Communication Changes Conversation Quality’, Nature, 616(7955), pp. 13–17.
  8. Li, X. & Zhang, Y. (2024) ‘Emotional Ambiguity in Human–AI Interactions: Large-Scale Analysis of Chatbot Users’, Journal of Computer-Mediated Communication, 29(1), pp. 100–119.
  9. Ododo, G.A., Okeke, E. & Yusuf, K. (2024) ‘Student Attitudes towards AI in Education: A Survey’, Frontiers in Education, 9, pp. 321–334.
  10. Risko, E.F. & Gilbert, S.J. (2016) ‘Cognitive offloading’, Trends in Cognitive Sciences, 20(9), pp. 676–688.
  11. Storm, B.C., Stone, S.M. & Benjamin, A.S. (2016) ‘Using the Internet as an External Memory: Internet Search Leads to Memory Disengagement’, Memory, 24(8), pp. 1112–1121.
  12. Ward, A.F., Duke, K., Gneezy, A. & Bos, M.W. (2017) ‘Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity’, Journal of the Association for Consumer Research, 2(2), pp. 140–154.
  13. Yang, M. & Oshio, A. (2025) ‘Experiences in Human–AI Relationships: Scale Development and Validation’, Cosmos Magazine, [online] Available at: https://cosmosmagazine.com/