AI in education: questioning the speed of learning

An analysis of artificial intelligence in educational settings questions whether the technology can actually accelerate the learning process. While AI can rapidly retrieve information, produce texts, and evaluate data, there are concerns regarding its impact on deep cognitive processing.

Drawing on John Sweller’s Cognitive Load Theory, the discussion notes that the human brain is not a computer that can be sped up via software updates. New knowledge requires biological processing, connection to existing information, and long-term stabilization within the working memory.

Furthermore, citing the work of David Geary and Robert and Elizabeth Bjork, the text suggests that effective learning often requires ‘desirable difficulties.’ The convenience provided by AI may inadvertently bypass the necessary mental effort required to master complex skills like reading, writing, and algebra.