As the AI technology swept over Canada in recent years, majority of Canadian students choose to use AI in schools and at home. Canadian high school and post-secondary students are forced to choose between using it and maybe cheating or avoiding it while it benefits their peers. According to a recent survey, 60% of students over the age of 18 believe that using generative AI to complete their homework or pass an exam constitutes cheating, but 52% of students have used it to do so.
But cheating is not the biggest concern when students choose to use AI in class assignments, homework or exams, the real danger is not learning from subjects given.
As a result, educators must swiftly create and disseminate guidelines for how the tools should be used while also determining where to draw the line between ethical, unethical use and benefits vs. harm.
A bewildering variety of AI tools have been developed over the past year that can produce text, photos, music, and video in response to commands given in natural language, rather than requiring complex coding. These technologies are developing quickly, and developers are adding features that were previously thought of as science fiction. Additionally, ethical concerns about prejudice, acceptable use, and plagiarism are being raised by AI.
Online we have found endless reasons why AI is the great tool for students and teacher, great ideas on how to improve efficiency and how AI is the future of schooling programs, yet very few articles tell the real story behind using AI when learning. We have talked to teachers about benefits and dangers of using AI by students, and all of teachers we talked to said the sam thing, students don’t focus and students know less about subjects.
Therefore this technology will have an impact on how children learn, how teachers perform, and eventually, how we design our educational system. Yet, how does AI impact students learning capabilities?
Not in positive way, many teachers agree.
While it is easy to let chatbot write you an essay about a book students read or about a topic students research in school, teachers see the absence of cognitive knowledge about the topics given to students to research and write about.
Another harm when using AI in schools is well documented. By knowing that AI will help with almost any subject, students don’t feel like paying attention in class! A vicious downward spiral many students find them selves when falling for the easy way instead of the learning way.
A new study conducted in Pakistan and China shows that using AI in schools negatively impacts students on human decision-making, making students lazy and impacts students safety.
285 students from various universities in Pakistan and China provided the primary data. The sample was taken from the population using the purposive sampling technique. The results of the data study demonstrate that AI has a major negative impact on human decision-making and makes people lethargic. It affects privacy and security as well. The results demonstrate that the impact of artificial intelligence on Chinese and Pakistani society is responsible for 68.9% of human laziness, 68.6% of personal privacy and security concerns, and 27.7% of the loss of decision-making ability.
This paper makes the case that before introducing AI technology into education, considerable preventive measures are required. It would be equivalent to calling the devils if we accepted AI without addressing the key human issues.
“When the usage and dependency of AI are increased, this will automatically limit the human brain’s thinking capacity. This, as a result, rapidly decreases the thinking capacity of humans. This removes intelligence capacities from humans and makes them more artificial. In addition, so much interaction with technology has pushed us to think like algorithms without understanding (Sarwat, 2018). ” study shows.
And this is what Canadian teachers have witnessed so far: increased laziness, less paying attention in class and not knowing about subjects when asked to answer question on topics they just “wrote the essay about”.
In a recent EdWeek Research Centre survey, nearly half of educators felt AI would have a bad or very negative influence on teaching and learning during the following five years. 27 percent of respondents said AI would have a positive or very positive influence.
Recent publication by TechBusinessNews suggests that the simplicity and comfort of text generation made possible by artificial intelligence (AI) may deter students from coming up with their own theories and carrying out independent research, which will result in a lack of creativity and originality in their work.
This issue is particularly important in courses like literature, history, and philosophy that call for critical thinking and analysis. Students must learn to engage with complicated concepts and viewpoints in these subjects and to construct their own arguments and interpretations based on data and analysis.
While the Genie is out of the bottle, it is important for students, teachers and parents to know the positive and negative aspects of the AI. Because the AI is not regulated in schools and workplaces it is important to know what motivates students and what could potentially cognitively cripple them.
Not everything is gold what shines so is not everything beneficial to society what is new and “hype”.