Researchers at Lund University in Sweden have investigated how students who struggle with executive function (EF) – a set of cognitive processes essential for attention, concentration, planning, and problem-solving – perceive the usefulness of AI tools like ChatGPT in their schoolwork. They found that these students, who are more likely to struggle with academic achievement, find AI tools particularly helpful, especially for completing assignments.
According to Johan Klarin, a school psychologist and research assistant at Lund University, this highlights the potential role of generative AI as a support for students struggling with cognitive processes crucial for academic success. However, project leader Dr Daiva Daukantaitė notes that overreliance on these tools could hinder or delay the development of EFs and students’ learning. The study’s findings underscore the need to rethink the role of generative AI in education and to provide supportive measures for students, especially those with EF challenges.
The Role of AI Tools in Education: A Study on Executive Function and Academic Success
The use of Artificial Intelligence (AI) tools, such as ChatGPT, has sparked a debate in educational institutions about their potential benefits and drawbacks. Researchers at Lund University in Sweden have investigated the relationship between adolescents’ executive function (EF) and their use and perceived usefulness of generative AI chatbots for schoolwork. The study’s findings highlight the need to rethink the role of AI tools in education, particularly for students who struggle with EF.
Executive function refers to a set of cognitive processes essential for attention, concentration, planning, and problem-solving. Lower EF has consistently been linked to decreased academic achievement. The researchers conducted two studies involving 385 adolescents aged 12-16 and 359 students aged 15-19, respectively. They found that students who struggle more with EF perceived generative AI as significantly more useful for schoolwork than their peers.
One possible explanation is that these students derive greater productivity improvements than their classmates. The researchers also pointed out that the two studies were conducted at different times, which could show that during this time, AI use became more popular in general. The usage rates of AI chatbots were around 15% among younger teens and around 53% among older students.
Perceived Usefulness and Academic Success
The study’s findings suggest that students who struggle with EF found AI tools particularly useful, especially for completing assignments. This highlights the potential role of these tools as a support for students struggling with cognitive processes crucial for academic success. However, the researchers also cautioned that overreliance on these tools could hinder or delay the development of EFs and students’ learning.
The line between cheating and using AI tools as an aid should be drawn based on the intent and extent of use. Using ChatGPT to complete whole assignments or solve problems and submitting the results as one’s own is considered cheating. Provided students engage critically with the generated content and contribute their own understanding and effort, however, it can be considered a legitimate aid.
Responsible Use of AI Tools in Education
Responsible ways for students, especially those who struggle with EF, to use ChatGPT include using it for research, idea generation, and understanding complex concepts. Educators should provide guidelines and frameworks for appropriate use, teaching digital literacy and ethical considerations. The real-world feasibility of such teaching could be enhanced by using technology, facilitating peer support programs, and providing professional development for teachers to identify and support students with EF challenges.
Balancing AI and Academic Integrity
The study’s results offer an initial attempt to understand the relationship between the use of AI tools in school settings and EF. The researchers emphasized the need for supportive measures for students, especially those with EF challenges. However, they also pointed to the study’s limitations, which include the fact that students self-reported on their AI use, and that a generalization of results may not be possible because they focused on specific age groups, educational contexts, and carried out their research in a setting where every student receives a free laptop.
Further studies are needed to gain a more comprehensive understanding of the role of generative AI in education and how to balance its benefits with the need to maintain academic integrity and promote genuine learning.
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