The Student–AI Interaction in the Formation of Artificial Memory in Statistics Learning

The development of Artificial Intelligence (AI) has significantly influenced learning processes, particularly in subjects requiring analytical skills and procedural understanding such as statistics. The use of AI as a learning tool not only provides instant answers but also affects how students process information and construct knowledge. This study aims to analyze the interaction between human memory and AI in statistics learning and its contribution to the formation of students’ artificial memory. A qualitative approach with a descriptive case study design was employed, involving one class of tenth-grade students at SMAN 1 Kota Pasuruan. Data were collected through written tests, classroom observations, and semi-structured interviews, and analyzed using thematic coding with the assistance of NVivo software and source triangulation. The results reveal that students experienced eight stages of interaction when using AI, which led to the formation of three types of artificial memory: passive, collaborative, and reflective. These findings indicate that the quality of artificial memory formation is strongly influenced by students’ cognitive engagement in verifying and processing AI-generated outputs. Therefore, the effectiveness of AI in statistics learning depends more on the quality of student–AI interaction than merely on access to AI-generated answers.