I love education colleagues who are studying brain science in the classroom. It is not WHETHER students use aI, rather, HOW. Read (gift article) to dissect why/what/how. Love this and using Claude this way myself.
Researchers took 200 students and gave some AI, and some no AI assistance. Those with AI had option to use it to compose their final essays, others used it only to deepen their research. The results on the final exam, unassisted by AI were instructive and give us a hopeful direction.
Hint: don’t have AI create the final product, but use it to explore and learn. Those who did it that way outperformed both other groups including the unassisted group.
From other research, students who used AI for a longer time to pursue a learning goal, compared to students who used AI to complete a goal quickly, and other students who did not use AI to complete the goal, those students who spent the longer time (AI-unassisted and AI-with longer time spent on task) performed comparably, whereas students who completed a task more quickly with AI did not learn the material.
These are starting to shape up into general principles of human minds interacting with generative AI assistant tools.
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