Research found that relying on AI could lead to ‘cognitive debt’ and a “likely decrease in learning skills”, but a CSU expert believes there is a role for AI in education. Photo: Markus Winkler.
Recent research from the Massachusetts Institute of Technology (MIT) Media Lab suggests that offloading cognitive work to artificial intelligence (AI) tools such as ChatGPT may be leading to a decline in critical thinking.
The researchers say using ChatGPT to write essays can lead to “cognitive debt” and “a likely decrease in learning skills”, which refers to the long-term erosion of thinking skills caused by relying on external tools (such as AI) for tasks such as writing, problem-solving and critical analysis.
However, Associate Professor Mark Basset, who oversees the Office of Academic Quality, Standards and Integrity at Charles Sturt University (CSU), warns that the “reality is more complex” surrounding AI and learning.
“Blanket declarations that AI does ‘X’ are not helpful and do not reflect the nuance of how these models actually function, how they are used, or how learning occurs,” he said.
“This conversation about AI in education is fundamentally about people, not technology.
“The ability to think critically, ethically, and independently will be the defining skill of the AI age.”
In the MIT study, 54 adults were asked to write a series of three essays using either AI (ChatGPT), a search engine (such as Google) or their own brains. The researchers measured cognitive engagement by examining the brain’s activity and analysing the essays.
The group who used ChatGPT had significantly lower cognitive engagement compared to the other groups and a harder time recalling quotes from their essays.
When participants switched roles to write a fourth essay, where people who did not use any tools were given ChatGPT and vice versa, the group who used ChatGPT performed the worst.
The authors claim that this shows how relying on AI over a prolonged period of time leads to cognitive debt, though they do note that only 18 of the 54 adults completed the fourth essay.
“The message is not ‘AI kills critical thinking’, but ‘unchecked reliance on AI, without critical scaffolding, poses a risk,'” Dr Bassett said.
“This study is an important reminder that while AI tools can enhance learning, they should never replace it. … Australian universities are working together to get this right.”
He believes that when designed well, “AI can actually strengthen critical thinking” and be an asset to those who can use it “wisely”.
CSU staff and students are provided an enterprise version of Microsoft Copilot, but Dr Bassett said staff were free to use other genAI tools as long as they fell within the SECURE GenAI Use Framework.
The State Government rolled out its own generative AI (genAI) tool, NSWEduChat, across all public schools in NSW in October.
“The uncritical use of ChatGPT or any large language model (LLM) can certainly undermine learning, as can asking someone to write one’s assessment,” he said.
“Given that it is impossible to detect AI-generated text, this presents a challenge for educators who set certain types of assessments, such as unsupervised essays.
“Australian universities have already commenced work on responding to the challenges and opportunities presented by GenAI, based on advice from the higher education regulator, TEQSA.
“Importantly, as the study notes, AI tools can improve basic skill acquisition and analytical thinking. When used critically and transparently, ChatGPT can serve as a scaffold for thinking, helping students explore ideas, test arguments, and refine their writing.”
