Generative AI without guardrails can harm learning: Evidence from high school mathematics
Abstract
Significance While generative AI has been shown to enhance productivity, its influence on learning new skills remains unclear. Our research examines the impact of generative AI, specifically GPT-4, on student learning in math education. Through a large-scale field experiment in a high school, our study reveals that although AI-based tutoring improves performance during practice sessions, students relying on the technology may underperform when access to AI is subsequently removed, indicating reduced skill acquisition. However, we also find that carefully designed safeguards, especially asking the AI tutor to provide teacher-designed hints instead of giving away answers, can mitigate these negative effects. Our findings highlight the need for thoughtful integration of generative AI in educational settings to ensure that human learning is preserved.
Source: Semantic Scholar - Proceedings of the National Academy of Sciences of the United States of America (36 citations) PDF: N/A Original Link: https://www.semanticscholar.org/paper/60570ad3268871882c65f6ed4ead35db4b220528