Generation Z and the Mental Health Effects of Excessive usage of Artificial Intelligence within Higher Education Institutions across Jamaica

Abstract

Introduction: Globally, Generation Z-those born between 1997 and 2012-report higher levels of mental health challenges than previous generations. World Health Organization (WHO) reported that approximately 15% of adolescents aged 10-19 experience mental health conditions, with anxiety and depression being the most prevalent. In the Caribbean region, the Pan American Health Organization (PAHO) highlighted that depression is a leading cause of disability among young people, exacerbated by social and environmental stressors. In Jamaica, Lipps and colleagues revealed that nearly 40% of high school students reported symptoms of anxiety, and 25% exhibited signs of depression, underscoring the urgency of addressing mental health concerns among the youth population. The study investigates Generation Z and the mental health effects of excessive artificial intelligence (AI) usage within Higher Education Institutions across Jamaica.

Objectives: To assess the impact of AI on Generation Z's critical thinking skills; to explore how AI shapes the learning process of Generation Z.; to investigate the effects of AI on the decision-making abilities of Generation Z.; and to identify the potential consequences of excessive AI use on Generation Z's creativity and mental abilities.

Methods and Materials: Case studies were employed, utilising theoretical frameworks such as the Technology Acceptance Model (TAM) and Transactional Model of Stress and Coping, providing insights into the evolving dynamics of AI adoption by implementing a stratified random sampling method with a total population 352, 531, a sample size of 384 students, and participants 18-28 years old, across Higher Education Institutions in Jamaica.

Findings: AI enhances critical thinking in academic institutions by 12.3% but hinders critical thinking by relying on AI-generated materials by 42.9%. AI provided 28.8% of automating tasks and improved personalised learning experiences by 31.3% while limiting access to information by 9.8% and discouraging traditional learning methods by 30.1%. AI-generated materials provide 27.8% decision-making for students, provide data-driven insights to inform decisions by 34%, reduce the need for careful consideration by 30.9%, and eliminate uncertainty in decision-making by 7.4%. AI usage increased creativity by 12.3%, magnified problem-solving skills by 20.2%, and improved information literacy by 6.1%. The most significant impact of AI usage was on cognitive abilities, reducing attention span by 61.3%.

Conclusion: While AI offers substantial benefits in enhancing personalised learning, creativity, and decision-making, its overuse may hinder critical thinking, attention span, and independent cognitive abilities. These findings highlight the need for a balanced approach in integrating AI into educational settings, ensuring its advantages are maximised without compromising essential skills for academic success. This research aims to contribute to total comprehension of AI usage and the generational shift provided in technology use toward education and for future generations.