Study raises concerns about AI’s effect on learning and critical thinking

A study of more than 26,000 students found generative AI improved homework results and completion times but was associated with a 20 per cent fall in monthly exam scores within six months. Neuroscientists and educators say students may lose opportunities to develop deep-thinking skills if AI replaces, rather than supports, mental effort.

A study of more than 26,000 students in grades 7 to 12 has raised concerns about the effect of generative artificial intelligence on learning. According to the study, AI use increased homework scores by 18 per cent and improved completion times by 30 per cent, but monthly exam scores fell by 20 per cent within six months.

Neuroscientist Professor James Vickers said AI could be useful when applied appropriately, including as a tool to stimulate critical thinking. However, he warned that routinely handing difficult mental tasks to AI could affect the development of skills that support learning and long-term brain health.

University of Tasmania neuroscience lecturer Dr Matt Kirkcaldie said learning and deep thinking physically change the brain by creating connections between neurons. He said repeated cognitive activity contributes to “cognitive reserve”, which helps people resist the effects of conditions including stroke, brain injury, multiple sclerosis and dementia, according to Professor Vickers.

Dr Kirkcaldie said students could understand AI-generated material without experiencing the effort involved in developing ideas and seeing how they connect. Professor Vickers said concerns about this process were linked to the possible long-term consequences of using AI instead of building deep-thinking abilities, although the supplied material does not establish that AI causes permanent neurological harm.

Use of AI is already widespread among Australian children. A recent eSafety Commission report cited by ABC News found that 78 per cent had used an AI assistant. Of those uses, 91 per cent involved learning or translation, 70 per cent writing or editing, and 68 per cent entertainment.

Students quoted by ABC News expressed mixed views. Some use AI to create practice tests or simplify ideas, while others are boycotting it because of concerns about education, creativity, privacy, the environment and future employment. Educators said assessment may need to change, with Professor Kathy Mills arguing that AI tools should guide learning rather than simply provide answers and that teachers will need better ways to determine what students can do independently.