How is artificial intelligence affecting the learning process in education?

Studies conducted by World Bank and UCLA researchers are questioning the role of AI-powered tools in education. It is stated that while students may demonstrate high performance in the short term with the help of artificial intelligence, this situation may hinder actual learning. Robert Bjork and Nicholas Soderstrom from UCLA draw attention to the contradictions created by artificial intelligence in the learning process.

Students can prepare perfect assignments using artificial intelligence, but it is emphasized that this is not equivalent to real learning. Barbara Oakley states that real learning requires conscious effort and is achieved through the transition to automatic expertise. When artificial intelligence takes over this process, the brain's critical transformations do not occur.

ARTIFICIAL INTELLIGENCE AND THE ILLUSION OF LEARNING

Artificial intelligence can increase students' immediate performance, but it is noted that these gains do not translate into long-term information retention. Students can easily get high grades with artificial intelligence, but this situation weakens the brain's ability to recall information. Cognitive scientists call this "productive struggle" and state that artificial intelligence eliminates this struggle.

DESIGN AND USE OF TECHNOLOGY

The impact of artificial intelligence technology varies depending on its design and how it is used. A study conducted in Turkey shows that the performance of students given unlimited access to artificial intelligence decreases. However, well-designed artificial intelligence systems can increase students' learning speed. Studies conducted at Harvard and Stanford reveal that artificial intelligence accelerates learning when used with teacher guidance.

ROADMAP FOR THE FUTURE

The role of artificial intelligence in education is determined by the design of the tools and the guidance of educators. The mental struggle that encourages learning must be preserved, and artificial intelligence should not replace the thinking process. Educators and decision-makers must understand the difference between performance and actual learning and shape assessment methods accordingly.

News Source: 12punto