non credo di condividere.
o meglio, lo condivido a metodologia invariata.
ma la metodologia si puo' variare...
On 13/01/25 16:52, J.C. DE MARTIN wrote:
*Dagmar Monet*
/Director of Computer Science Dept., Prof. Dr. Computer Science
(Artificial Intelligence, Software Engineering)/
https://www.linkedin.com/posts/monettdiaz_ai-
activity-7284433996137046016-Tcz5
Sometimes the evidence is there, before our eyes, in the form of
*papers*. The only thing we need is to go out of our bubbles and *read
them*!
There is mounting evidence against the use of AI in education. This is
why I agree with Chollet and celebrate his being open about it. It could
mean he is at least aware of part of the issues!
These are three examples *among many*:
(1)
"Exploring the Impact of ChatGPT on Business School Education:
Prospects, Boundaries, and Paradoxes"
(Valcea et al., 2024)
https://lnkd.in/dPR5UXdj <https://lnkd.in/dPR5UXdj>
"AI is likely to have a net-negative effect on learning. This stance is
based on our trials with ChatGPT on various cognitive tasks organized
around the revised Bloom’s Taxonomy of learning. We identify areas ...
where [students] exhibit significant limitations, such as logical
reasoning and critical thinking. We caution against the potential
deskilling in critical thinking due to students’ overreliance on AI for
basic tasks."
(2)
"Cognitive ease at a cost: LLMs reduce mental effort but compromise
depth in student scientific inquiry"
(Stadler et al., 2024)
https://lnkd.in/dJ4kETS7 <https://lnkd.in/dJ4kETS7>
"The study aimed to investigate potential differences in cognitive load,
as well as the quality and homogeneity of the students' recommendations
and justifications. Results indicated that students using LLMs
experienced significantly lower cognitive load. However, despite this
reduction, these students demonstrated lower-quality reasoning and
argumentation in their final recommendations compared to those who used
traditional search engines. Further, the homogeneity of the
recommendations and justifications did not differ significantly between
the two groups, suggesting that LLMs did not restrict the diversity of
students’ perspectives. These findings highlight the nuanced
implications of digital tools on learning, suggesting that while LLMs
can decrease the cognitive burden associated with information gathering
during a learning task, they may not promote deeper engagement with
content necessary for high-quality learning per se."
(3)
"AI Tools in Society: Impacts on Cognitive Offloading and the Future of
Critical Thinking"
(Gerlich, 2025)
https://lnkd.in/dthFBNwT <https://lnkd.in/dthFBNwT>
"The findings revealed a significant negative correlation between
frequent AI tool usage and critical thinking abilities, mediated by
increased cognitive offloading. Younger participants exhibited higher
dependence on AI tools and lower critical thinking scores compared to
older participants."
Among others!
[[Added:
We cite other examples in our preprint
"The commodification of education and the (generative) AI-induced scam-
like culture"
Cc<https://www.linkedin.com/in/
ACoAAAPiUt8BhbVRSOXbKYFTfZnIEOrHQZVysMI>Gilbert Paquet, M.A. <https://
www.linkedin.com/in/gilbertpaquet/>
https://lnkd.in/dV--9MXB <https://lnkd.in/dV--9MXB>
and there are many other reasons, e.g. related to unethical practices:
https://lnkd.in/eF9K-sSK <https://lnkd.in/eF9K-sSK>
]]
--
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