Relationship Between Academic AI Use and Learning
Research Question
AI tools are increasingly used in academic settings, yet their relationship with learning outcomes remains unclear. This project examined whether greater academic AI use was associated with lower performance on an artificial second-language learning task.
Approach
A correlational study was conducted to evaluate associations between self-reported academic AI use and performance on an artificial language-learning task involving two types of pattern learning: affixation-based learning (adding a few letters to create a new word form) and analogy-based learning (adding letters while also changing part of the original word).
Key Findings
No statistically significant relationships were observed between academic AI use and performance on either affixation-based or analogy-based language-learning patterns. Within this sample and learning context, greater reported academic AI use was not associated with lower learning performance.
Why It Matters
Concerns about educational technologies are often shaped by assumptions that increased AI use necessarily reduces learning. This project suggests that the relationship between technology use and learning may be more nuanced than commonly assumed and highlights the importance of evaluating measurable outcomes rather than relying on broad expectations.
Transferrable Skills
Research design · Correlational analysis · Behavioral measurement · Quantitative analysis · Statistical interpretation · Insight generation