Summary
Swedish researchers are studying the connection between AI use and executive functions in students. The results show opportunities and risks.
The researchers examined the connection between the use of AI tools for school tasks and the so-called executive functions (EF) – cognitive processes such as planning, inhibition and flexibility that are crucial for academic success.
To get a comprehensive picture, the researchers conducted two separate studies: one with younger students (average age 14 years, 385 participants) and one with older teenagers (average age 17 years, 359 participants).
The results show clear differences in the use of AI tools between age groups. While only 14.8 percent of younger students used AI chatbots for their homework, the figure was 52.6 percent of older students. Boys were more likely to use ChatGPT, while girls preferred Snapchat MY-AI.
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AI as a crutch for weaker students?
Teens with more self-reported executive function problems found the AI tools more useful for their school work. This applied primarily to completing tasks completely – less to structuring or starting work.
The researchers see this development as ambivalent. On the one hand, AI tools could help young people with learning difficulties in particular to plan and manage tasks better.
On the other hand, they warn of possible negative effects on the cognitive development of already disadvantaged young people if the tools are used as a learning replacement.
It also remains unclear whether the students only use the AI tools for support or complete entire tasks independently. The latter would be ethically questionable and could lead to an uncritical adoption of AI-generated content. The study found no significant connection between the use of AI tools and the academic success of young people.
The researchers emphasize the need for guidelines for the use of AI chatbots in the classroom. Further research is needed to ensure the safe and effective use of AI in teaching while taking into account the impact on equal opportunities in education and the cognitive development of young people.
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More stress can lead to more AI usage
A recently published study from Sungkyunkwan University in Seoul and Korea University provides additional context on this topic. Jang Hyun Kim’s researchers surveyed 300 students with ChatGPT experience and found that stress can be a significant factor in increased AI use.
According to the study, low academic self-efficacy leads to more stress, which in turn promotes higher expectations of AI and ultimately greater dependency. The students cited increasing laziness, limited creativity, the spread of misinformation, and reduced critical and independent thinking as the most common negative consequences.
