This article. 'Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task' has been doing the rounds across LinkedIn.
The American authors - N. Kosmyna et al, used electroencephalography (EEG) to record the brain activity of participants. Cognitive engagement and cognitive load were measured to find out what neural activations occurred during essay writing activity.
The finding confirms what most teachers will have worked out, that reliance on external supports, diminishes the amount of neural engagement, leading to lower attainment of essay writing skills. The findings also reflect other studies. For example Lodge, Yang, Furze and Dawson (2023) made similar assertions with their article 'Its not a calculator, so what is the relationships between learners and generative artificial intelligence?' They posit that using AI, allows for cognitive offloading, as with a calculator undertaking the arithmetic. Over reliance on calculators mean many now find mental arithmetic to be beyond them. Therefore, it is important to understand the implications of introducing and integrating AI to support reading and writing.
Academic literacies are fundamental to our humanness. Many studies concur that learning how to write, is an important practice for collating and articulating concepts, helping learners attain and practice critical thinking. Similarly, reading provisions a wide range of skill sets, including the abilities to sift through multiple perspectives and to understand the world through different lenses.
Therefore, AI literacies are of importance to educators and learners. Knowing why, how, when and where to use AI, is a basic skillset for all. There are occasions when AI can be useful, but it must not overtake the need for learners to 'learn by doing'.
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