Date
Publisher
arXiv
Students at all levels of education are increasingly relying on generative
artificial intelligence (AI) tools to complete assignments and achieve higher
exam scores. However, it remains unclear how this reliance affects their
motivation, their genuine understanding of the material, and the extent to
which it substitutes for the process of knowledge acquisition. To investigate
the impact of generative AI on learning outcomes, an experiment was conducted
at Corvinus University of Budapest. In an operations research class, students
were randomly assigned into two groups: one was permitted to use AI tools
during classes and examinations, while the other was not. To ensure fairness, a
compensation mechanism was introduced: students in the lower-performing group
received point adjustments until the average performance of the two groups was
equalized. Despite the organizers' best efforts to explain the design and to
create equal opportunities for all participants, many students perceived the
experiment as a major disruption. Although the experiment was approved by every
relevant university authority -- including the Ethics Board, the Head of
Department, the Program Director, and the Student Council -- students escalated
their concerns to the media and eventually to the State Secretary for Higher
Education of Hungary. As a result, the experiment had to be substantially
revised before completion: on the final exam the test group was merged with the
control group. Still, the data allowed us to draw decisive conclusions
regarding the students' learning habits. Uncontrolled use of AI tools leads to
disengaged students and low understanding of material. The extreme reactions of
the students proved even more revealing than the data collected: generative AI
tools have already become indispensable for students, raising fundamental
questions about the validity of their learning process.
What is the application?
Who is the user?
Who age?
Why use AI?
Study design
