Study finds AI tools are popular with students who struggle to focus

The use of artificial intelligence (AI) in the classroom has been a source of ongoing debate, with educators still grappling to define its role and develop effective methods for monitoring its use.

However, in certain cases, AI could be particularly beneficial for students who struggle with executive functions (EF) such as concentration and attention, potentially helping to bridge performance gaps among students, according to new research.

A recent study conducted by researchers at Lund University in Sweden looked into how adolescent students perceive generative AI’s usefulness in the classroom.

“We found that students with more executive functioning challenges find generative AI tools particularly useful for schoolwork, especially for completing assignments,” Johan Klarin, lead author of the study, school psychologist and research assistant at Lund University, told Euronews Next.

“This highlights the potential of these tools as supportive aids for students struggling with cognitive processes crucial for academic success”.

The researchers identified a link between students’ preference for and inclination toward using AI and their tendency to experience higher levels of certain difficulties, including issues with planning, emotional regulation, and task completion.

The findings were published in the journal Frontiers in Artificial Intelligence.

The research was based on two studies. The first study involved 385 students aged 12 to 16 from four primary schools in southern Sweden.

The second focused on 359 slightly older students aged 15 to 19 who were enrolled in the same high school.

The studies revealed that while 14.8 per cent of younger students used generative AI as part of their education, more than half (52.6 per cent) of older adolescents used it.

Among AI chatbots, ChatGPT was by far the most commonly used tool, with 70 per cent of younger students and 88.9 per cent of older students using it.

Supporting students without hindering their growth

According to the study, the students who were facing challenges in their schoolwork, such as difficulties with planning, inhibition, and cognitive flexibility, found AI tools especially helpful for completing assignments.

Klarin explains that since these students may have difficulty finishing their schoolwork, “a supportive tool that guides them through the last phases of their schoolwork may increase the likelihood of completing it on time”.

They also used AI as a compensatory tool to break down complex tasks or overcome planning difficulties.

However, the researchers warned that the constant use of AI tools for schoolwork poses the risk of over-reliance on them.

Using AI to complete tasks might lead to reduced development of critical cognitive skills, especially during adolescence, which is a key period for the development of executive functions.

As a result, heavy reliance on AI during this time and turning to it as a quick fix, rather than learning how to overcome difficulties, could interfere with the natural progression of these abilities in young students, making it harder for them to handle complex tasks later in life.

“If students rely on generative AI to replace, rather than augment, their existing abilities, this could stunt the growth or even lead to a deterioration of the cognitive skills essential for successfully completing schoolwork,” Klarin said.

“Such a shift may have long-term implications, as EF skills are crucial not only for academic success but also for broader life outcomes,” he added.

Still, as AI continues its rapid advancement and becomes even more deeply integrated into education, especially for young students, there is a need to ensure that AI is helpful without impacting their growth.

According to Klarin, educators should consistently moderate the use of generative AI and its purpose, focusing on using it as a supplementary tool rather than as a replacement for students’ skills.

“Establishing clear standards and guidelines for the safe and effective use of generative AI in schools should be a top priority,” he said.

“Educators and the research community must take a proactive approach to ensure that technological advancements enhance the educational environment rather than hinder it”.