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offloading in educational contexts is not merely a choice of convenience but a complex
behavioral shift where social-psychological pressures override metacognitive confidence.
Consequently, for AI to be a sustainable tool in scientific research, nudges must move
beyond simple procedural delays and address the underlying perceived authority of LLMs,
ensuring that students retain their role as the primary, critical agents in the learning
process. Future research should delve into cognitive dissonance and potential behavioral
nudges that may neutralize the effect of this phenomenon.

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