Recent research from Lund University highlights both the potential benefits and risks associated with the use of artificial intelligence (AI) tools, such as ChatGPT, among students with concentration difficulties. The study underscores the growing popularity of these tools in education while raising concerns about their impact on cognitive development.
The research, published in the journal Frontiers in Artificial Intelligence, indicates that AI tools can be particularly advantageous for students who struggle with executive functions (EF), including concentration, attention, and task management. Lead author Johan Klarin, a school psychologist and research assistant at Lund University, notes, “Students with more executive functioning challenges find generative AI tools particularly useful for schoolwork, especially for completing assignments.”
The study, which involved two cohorts of students from southern Sweden, found that generative AI is increasingly prevalent in educational settings. The first cohort comprised 385 students aged 12 to 16 from primary schools, while the second included 359 high school students aged 15 to 19. Results revealed that 14.8% of younger students and 52.6% of older students utilized generative AI in their studies. Among these tools, ChatGPT was notably popular, with 70% of younger students and 88.9% of older students reporting its use.
Students facing difficulties in planning, emotional regulation, and task completion found AI tools especially beneficial for navigating complex assignments. Klarin suggests that these tools help by guiding students through the final phases of their work, thus enhancing their chances of completing tasks on time. AI also assists in breaking down complex tasks and addressing planning challenges.
However, the study warns of potential drawbacks associated with over-reliance on AI. Frequent use of these tools might impede the development of critical cognitive skills during adolescence—a crucial period for the growth of executive functions. Klarin cautions that substituting AI for active problem-solving could stifle cognitive growth, which is essential for academic success and broader life skills.
The research calls for a balanced approach to integrating AI in education. Klarin advocates for clear standards and guidelines to ensure that AI tools supplement, rather than replace, students’ developing skills. Educators and researchers are urged to adopt a proactive stance to ensure that technological advancements enhance, rather than hinder, educational outcomes.
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