📝 SummarXiv

Abstract

Students routinely use ChatGPT and the like now to help them with their homework, such as writing an essay. It takes less effort to complete and is easier to do than by hand. It can even produce as good if not better output than the student's own work. However, there is a growing concern that over-reliance on using GenAI in this way will stifle the development of learning writing and critical thinking skills. How might this trend be reversed? What if students were required to make more effort when using GenAI to do their homework? It might be more challenging, but the additional effort involved could result in them learning more and having a greater sense of achievement. This tension can be viewed as a form of effort paradox; where effort is both viewed as something to be avoided but at the same time is valued. Is it possible to let students learn sometimes with less and other times more effort? Students are already adept at the former but what about the latter? Could we design new kinds of AI tools that deliberately require more effort to use to deepen the learning experience? In this paper, I begin to outline what form these might take, for example, asking students to use a combination of GenAI tools with traditional learning approaches (e.g. note-taking while reading). I also discuss how else to design tools to think with that augments human cognition; where students learn more the skills of metacognition and reflection.