Document Type : Original article
Author
Department of Educational Administration, Maha. C, Islamic Azad University, Mahallat, Iran.
Abstract
The present study aimed to phenomenologically analyze the lived experience of learners of “neural interaction with artificial intelligence” and explain its neurological, existential, and relational consequences in the learning process. This study was conducted with a qualitative approach and based on the descriptive-interpretive phenomenology strategy (using interpretive neurophenomenology). The research field consisted of graduate students from comprehensive universities in Tehran who had continuous interaction with artificial intelligence assistants in their research and cognitive processes. Participants were selected using a criterion-based purposive sampling method, and the data collection process continued through semi-structured in-depth interviews until theoretical saturation was achieved with 19 participants. The data were analyzed using Claise’s seven-step framework, and the four criteria of Guba and Lincoln (1985) ensured the credibility and authenticity of the findings. The findings of this study were explained in four main themes: 1. “Neuro-cognitive surrender and deep processing atrophy,” which indicates the shutdown of active mental engagement circuits, erosion of the prefrontal cortex in self-based reasoning, and synaptic dormancy; 2. “Neuro-agency tension and subjugation to the algorithmic feedback loop,” which reflects the suspension of will between digital autonomy and dependence resulting from reward circuit stimulation and machine processing hegemony; 3. “Relational disconnection and interpersonal synchrony shutdown,” which indicates the decline of neuro-emotional resonance, the dysfunction of the mirror neuron system in the absence of embodied master-student dialogue, and neurobiological isolation; 4. “Neuro-ergonomic injustice and the neuroplasticity gap,” which reveals the intensification of inequality in neuro-analytic adaptation to tools and asymmetric cognitive scaffolding.
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