With the release of ChatGPT-5, the latest model of OpenAI’s ChatGPT, on August 7, and MIT’s latest study on ChatGPT’s effect on the human brain, artificial intelligence (AI) is a topic of discussion.
MIT’s study involved three groups in the first phase: a large language model (LLM) group, which utilized an LLM, like ChatGPT, to assist in writing an essay; a search engine-only group, which was permitted to use search engines to assist in their writing of the essay; and a brain-only group, which used no tools.
After each group wrote an essay, the LLM group was no longer permitted to use any tools, becoming the LLM-to-Brain group. Meanwhile, the brain-only group was asked to use LLM, becoming the brain-to-LLM group.
Electroencephalography (EEG) was used to record each group’s brain activity. The first phase results found that the brain-only group had the widest-ranging neural connectivity patterns, followed by the search engine-only group. The LLM group showed the least.
After the LLM group was required to stop using LLMs and the brain-only group was told to utilize LLMs, the LLM-to-brain group showcased less neural connectivity and recall ability.
English teacher Ms. Miriam Drew acknowledged that simply copy and pasting from generative AI won’t foster engagement, critical thinking, or creativity.
“People complain that school seems to kill creativity, but you’re making choices yourself to do that if you’re using these tools in inappropriate ways,” Drew said.
Drew finds it important to be transparent about the discussion of AI use. While the school’s current policy outlines that no AI should be used for school work, Drew recognizes that it is important for people to discuss AI usage and its effects.
“It’s important to open a dialogue about [AI usage],” Drew said. “Part of that dialogue should be, what are you doing to protect your learning? And what are you doing to protect your brain as you’re engaging with these tools?”
Librarian Ms. Beth Cohen also finds it important to make sure you know about how generative AI does its job, because having a better understanding allows for an increased awareness of the cognitive risks that come with using it.
“Remember, generative AI doesn’t know anything… It’s different in the sense that Google is actually looking for content, whereas ChatGPT is literally just putting together strings of words in plausible patterns,” Cohen said. “It’s just generating a string of words that make sense without understanding the concepts behind it.”
Drew wonders whether schools should begin teaching students how to work smartly with AI tools.
“Do we need to be doing lessons in class that show students what ChatGPT said and discuss how you can evaluate that, verify it, consider what’s not there, and worry about stereotyping?” Drew said.
English teacher Mr. Matthew Morris also sees the uses for AI, but does not believe that there is a place for it in the classroom yet.
“ChatGPT can be a tool for getting things done, but largely, those are things that I think we should as humans be questioning whether they need to be done at all, if it’s something that can be completed with no thought,” Morris said.
Though many are worried about possible ethical scenarios and students losing important skills from a lack of practice and thinking, they find it important to note that there are also positive uses for AI.
“I think it can be a good start to a research process. I think it can help you narrow a focus or a topic into a manageable research topic or a more focused research question,” Cohen said.
Regardless, it’s difficult for teachers to decide how to combat AI. Some have suggested going back to Blue Book-style exams, where everything has to be handwritten in an exam booklet. Teachers are considering how to ask questions in a way that would make it harder for generative AI to answer them — for example, asking for personal details that ChatGPT would have a harder time fabricating.
“One of the things that I really try to concentrate on in school is process,” Morris said. “And if you are offloading the process to something else, you’re really turning your education into just something that has to be completed, and not something where you’re learning. If you’re using AI to complete an assignment, you’re not getting whatever benefit your teacher wanted you to get out of it.”
