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The publication can be exported in the following formats: APA (American Psychological Association) reference format, IEEE (Institute of Electrical and Electronics Engineers) reference format, BibTeX and RIS.

Export Reference (APA) 
Ramos, I., Mesquita, A., Lopes, A. L., Moreira, F., Barros, V., Sousa, R. D....Leite, P. (2025). Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment. In ICIS 2025 Proceedings. Nashville
Export Reference (IEEE) 
I. Ramos et al.,  "Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment", in ICIS 2025 Proc., Nashville, 2025
Export BibTeX 
@inproceedings{ramos2025_1765115071340,
	author = "Ramos, I. and Mesquita, A. and Lopes, A. L. and Moreira, F. and Barros, V. and Sousa, R. D. and Regadas, G. and Gomes, L. and Leite, P.",
	title = "Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment",
	booktitle = "ICIS 2025 Proceedings",
	year = "2025",
	editor = "",
	volume = "",
	number = "",
	series = "",
	publisher = "",
	address = "Nashville",
	organization = "AIS",
	url = "https://aisel.aisnet.org/icis2025/learn_curricula/learn_curricula/5/"
}
Export RIS 
TY  - CPAPER
TI  - Studying the GenAI’s Impact on Learning and Critical Thinking: A Multi-Site Field Experiment
T2  - ICIS 2025 Proceedings
AU  - Ramos, I.
AU  - Mesquita, A.
AU  - Lopes, A. L.
AU  - Moreira, F.
AU  - Barros, V.
AU  - Sousa, R. D.
AU  - Regadas, G.
AU  - Gomes, L.
AU  - Leite, P.
PY  - 2025
CY  - Nashville
UR  - https://aisel.aisnet.org/icis2025/learn_curricula/learn_curricula/5/
AB  - Generative AI (GenAI) tools are transforming higher education, but robust evidence of their pedagogical value is limited. This multi-site field experiment, based on Situated Cognition Theory, explores the impact of GenAI on learning and critical thinking at ten universities and polytechnics. Around 270 students were randomly assigned to an experimental group using licensed ChatGPT for a supervised task, or a control group using traditional resources. Tasks, aligned with local learning outcomes, were evaluated using a rubric assessing critical thinking, accuracy, coherence, and originality. Classroom observations and a post-task questionnaire further enriched the analysis. Preliminary results indicate that ChatGPT enhanced content comprehension and motivation, but many students struggled with evaluating AI reliability and creating effective prompts.
ER  -