UROP Project
Investigating the Impact of Generative AI Use on Cognitive Offloading and Students' Epistemic Agency During Information-seeking Tasks
Generative AI, Cognitive Offloading, Epistemic Agency, Information-Seeking Behavior and Student Learning
Research Mentor: aoa24@fsu.edu AYOOLA OLUWASEUN AJAYI, Mr.
Department, College, Affiliation: School of Information, Communication and Information
Contact Email: aoa24@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: School of Information, Communication and Information
Contact Email: aoa24@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Open to all majors.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Friday, September 4
Start Time: 12:00
End Time: 2:00
Zoom Link: https://fsu.zoom.us/j/9893834992
Project Description
This project investigates how students use generative AI tools during information-seeking tasks and how that use may influence their cognitive engagement and epistemic agency. It examines whether students rely on AI to perform tasks such as searching, interpreting, evaluating, organizing, and synthesizing information, or whether they use it as a scaffold while retaining responsibility for judgment and decision-making. Drawing on Kuhlthau’s Information Search Process and Distributed Cognition Theory, the project focuses on how generative AI may redistribute cognitive work between students, AI systems, search tools, sources, and written products. The study aims to clarify when AI-supported information seeking promotes learning and independent thinking, and when it may encourage excessive cognitive offloading or reduce students’ involvement in constructing and validating knowledge.Research Tasks: Assisting with the development and refinement of study instruments, such as interview protocols, surveys, observation guides, or information-seeking tasks.
Recruiting and scheduling student participants, as applicable.
Supporting data collection through interviews, surveys, think-aloud sessions, screen recordings, or observation of students completing information-seeking tasks.
Transcribing and anonymizing interview or session recordings.
Coding qualitative data related to students’ AI use, prompting behavior, source evaluation, cognitive offloading, uncertainty, and epistemic agency.
Assisting with quantitative data entry, cleaning, and descriptive analysis of survey or task-performance data.
Comparing students’ information-seeking processes with and without generative AI support.
Maintaining organized research records, documenting coding decisions, and assisting with data quality checks.
Skills that research assistant(s) may need: Required skills
Ability to locate, read, and summarize scholarly sources.
Strong written and verbal communication skills.
Careful organization and attention to detail.
Ability to follow research protocols and maintain confidentiality.
Basic proficiency with Microsoft Office or Google Workspace.
Willingness to learn qualitative and quantitative research procedures.
Recommended skills
Familiarity with generative AI, information-seeking behavior etc.
Experience conducting interviews, surveys, observations, or think-aloud sessions.
Experience transcribing, anonymizing, or coding qualitative data.
Familiarity with Excel, Google Sheets, or statistical software.
Experience recruiting or working with student participants.
Mentoring Philosophy
I view mentoring as a collaborative relationship grounded in mutual respect, clear communication, and a commitment to the mentee’s development. I will work with each research assistant to understand their interests, goals, strengths, and areas for growth and will provide guidance that is appropriately matched to their experience and responsibilities.My goal is to create a supportive environment in which research assistants can ask questions, learn from mistakes, and gradually take ownership of their work. I will provide clear expectations, explain the purpose behind assigned tasks, offer regular feedback, and encourage assistants to reflect on their progress. As their skills develop, I will support them in moving from structured assignments toward greater independence in literature searching, data collection, analysis, and research communication.
I also believe effective mentoring should connect technical research training with broader professional development. I will share my own experiences where helpful, model careful and ethical research practices, and encourage assistants to develop confidence in communicating their ideas. Together, we will establish achievable goals and maintain accountability while recognizing that learning often involves uncertainty, revision, and productive challenges. Ultimately, I hope each research assistant leaves the project with stronger research skills, greater intellectual confidence, and a clearer understanding of how their contributions support the study.