Linking ICAP and Bloom's Taxonomy: A Comprehensive Framework to Assess Students' Cognitive Engagement in the Context of GenAI

AI tools are increasingly being adopted into everyday work processes, where they are purported to augment human intelligence and ones' ability to complete tasks. As tools' functionalities and capabilities advance, the same is expected for users to reach a higher quality in their task performance. Despite opportunities, there is a risk of overreliance, in which benefits to human intelligence may not extend beyond the moment of completing a task. Considering said risk, we recommend a method whereby users are introduced to AI tools that promote cognitive engagement, leading to both AI-enabled task assistance and an acquisition of knowledge. Our framework, based on an integration of Bloom's Taxonomy and the ICAP model was created to promote and assess student engagement within course instruction and assessments in a post-secondary course, and identify their impacts on learning outcomes.