In the UZH Magazin, Sascha Schneider and Joshua Weidlich discuss the impact of artificial intelligence on teaching and learning in schools and universities. Both emphasise that, whilst AI can make learning easier, this does not necessarily equate to better learning outcomes. The extent to which the use of AI is beneficial depends on how effectively teachers and institutions integrate it with the actual educational objectives.
The two see a risk in what is known as ‘cognitive offloading’ – that is, the outsourcing of thought processes to AI. This can undermine metacognitive engagement – the ability to self-regulate and reflect on one’s own learning process. At the same time, deliberately created confusion or friction in the learning process can be valuable, as it encourages a deeper engagement with the subject matter.