Distinguishing performance gains from learning when using generative AI
arXiv:2605.1373112.626 citations
Predicted impact top 26% in LG · last 90 daysOriginality Synthesis-oriented
AI Analysis
For educators and researchers, this paper highlights a critical distinction between short-term performance boosts and long-term learning when using generative AI in education.
The paper argues that generative AI can improve performance in educational settings but does not necessarily enhance deep learning, as it bypasses cognitive and metacognitive processing. The authors call for distinguishing performance gains from actual learning.
Generative artificial intelligence (AI) is increasingly being integrated into education, where it can boost learners' performance. However, these uses do not promote the deep cognitive and metacognitive processing that are required for high-quality learning.