Editing Cognitive dissonance (section)

=== Artificial intelligence ===
It is hypothesized that introducing cognitive dissonance into [[machine learning]]{{how|title=clearly explain as the preceding concept is hard to understand, even for an expert|date=February 2021}} may be able to assist in the long-term aim of developing 'creative autonomy' on the part of agents, including in multi-agent systems (such as games),<ref>{{Cite journal| vauthors = Pasquier P, Chaib-draa B |date=2005|title=Agent communication pragmatics: the cognitive coherence approach|journal=Cognitive Systems Research|volume=6|issue=4|pages=364–395|doi=10.1016/j.cogsys.2005.03.002|s2cid=15550498 |url=https://philippepasquier.com/dl.php?f=content/publications/2005/2005-Agent_communication_pragmatics_the_cognitive_coherence_approach-Pasquier_Philippe_and_Chaib-draa_Brahim.pdf}}</ref> and ultimately to the development of 'strong' forms of artificial intelligence, including [[artificial general intelligence]].<ref>{{Cite journal| vauthors = Jennings KE |date=2010-10-02 |title=Developing Creativity: Artificial Barriers in Artificial Intelligence|journal=Minds and Machines|volume=20|issue=4|pages=489–501|doi=10.1007/s11023-010-9206-y |doi-access=free}}</ref>

Artificial intelligence has developed over the years and is used for writing, generating ideas, and generating art, among other things. Artificial intelligence is most commonly used in education. AI-driven education can contribute to cognitive dissonance. For example, as a result of a negative output from AI, it may create a system that is inconsistent with a student's self-concepts, past knowledge or expectations. <ref>{{Cite journal |last1=Muhammad Umar Habib |last2=Wasim Akram |last3=Dr. Sadaf Saleem |last4=Andleeb Shakoor |date=2025-02-12 |title=How Cognitive Dissonance Affects Student Engagement and Learning in AI Powered Education Systems |url=https://thecrsss.com/index.php/Journal/article/view/279 |journal=The Critical Review of Social Sciences Studies |volume=3 |issue=1 |pages=1905–1917 |doi=10.59075/r1zta509 |issn=3006-7170|url-access=subscription }}</ref>

Generative AI tools are already taking a forefront in education. With students using artificial intelligence for daily tasks, it is important that educators understand what this might mean for higher education practice. Students can be reluctant to have open conversation about their use of AI, making it difficult for educators to understand its effects on students in that environment. <ref>{{Citation |last1=Dawson |first1=Mark G. |title=Cognitive Dissonance in Programming Education: A Qualitative Exploration of the Impact of Generative Ai on Application-Directed Learning |date=2024 |url=https://www.ssrn.com/abstract=5055559 |access-date=2025-04-11 |doi=10.2139/ssrn.5055559 |last2=Deer |first2=Rowan |last3=Boguslawski |first3=Samuel|url-access=subscription }}</ref> Because professors and other educators say one thing, and the AI application generates another, it causes students to develop a sense of cognitive dissonance. <ref>{{Cite journal |last=Li |first=Juntao |date=2024-11-26 |title=Study on the Positive and Negative Impacts of ChatGPT on the Education System |url=https://www.ewadirect.com/proceedings/chr/article/view/17475 |journal=Communications in Humanities Research |volume=51 |issue=1 |pages=59–64 |doi=10.54254/2753-7064/51/20242449 |issn=2753-7064|doi-access=free }}</ref>