Everyone is talking about how AI tools like ChatGPT have not only revolutionized content creation, but have also made it far too easy for kids to cheat on their homework and for college students to cheat on their term papers. So, schools and universities are grappling with the question of whether to embrace or restrict these powerful technologies. Now, however, researchers at Sweden’s Lund University have found that the use of generative AI chatbots for schoolwork might actually help children who struggle with concentration and attention disorders like ADD.
“Students with more EF challenges found these tools particularly useful, especially for completing assignments,” said Johan Klarin, a school psychologist and research assistant at the Department of Psychology at Lund University. “This highlights these tools’ role as a potential support for students struggling with cognitive processes crucial for academic success.”
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The researchers, however, also mentioned that overreliance on these tools could hinder or delay the development of issues like ADD and students’ learning. “This should be carefully considered when implementing AI support in schools, and the effects should be studied longitudinally,” added project leader Dr Daiva Daukantaitė, an associate professor at Lund University.
The researchers conducted two studies involving Swedish adolescents. The first study included 385 participants aged 12 to 16 from four primary schools, while the second study focused on 359 students aged 15 to 19 from a single high school. Results indicated that AI chatbot usage was significantly higher among older students (53%) compared to younger teens (15%). This discrepancy could be attributed to the increased complexity of assignments given to older students, making AI tools more appealing. Additionally, the temporal gap between the two studies suggests a growing trend in AI chatbot usage among Swedish adolescents.
More crucially, however, the studies showed that students who struggle more with EF, perceived generative AI as significantly more useful for schoolwork than their peers. A possible reason is that these students derive greater productivity improvements than their classmates, the researchers said.
But where should people draw the line between using AI to aid in education and development and its use for outright cheating.
“The line between cheating and using AI tools as an aid should be drawn based on the intent and extent of use,” said Klarin. Using ChatGPT to complete whole assignments or solve problems and submitting the results as one’s own, is cheating. Provided students engage critically with the generated content and contribute their own understanding and effort, however, can be considered a legitimate aid.”
