Generative AI without guardrails can harm learning: Evidence from high school mathematics

Abstract

Generative AI is poised to revolutionize how humans work, and has already demonstrated promise in significantly improving human productivity. A key question is how generative AI affects learning-namely, how humans acquire new skills as they perform tasks. Learning is critical to long-term productivity, especially since generative AI is fallible and users must check its outputs. We study this question via a field experiment where we provide nearly a thousand high school math students with access to generative AI tutors. To understand the differential impact of tool design on learning, we deploy two generative AI tutors: one that mimics a standard ChatGPT interface ("GPT Base") and one with prompts designed to safeguard learning ("GPT Tutor"). Consistent with prior work, our results show that having GPT-4 access while solving problems significantly improves performance (48% improvement in grades for GPT Base and 127% for GPT Tutor). However, we additionally find that when access is subsequently taken away, students actually perform worse than those who never had access (17% reduction in grades for GPT Base)-i.e., unfettered access to GPT-4 can harm educational outcomes. These negative learning effects are largely mitigated by the safeguards in GPT Tutor. Without guardrails, students attempt to use GPT-4 as a "crutch" during practice problem sessions, and subsequently perform worse on their own. Thus, decision-makers must be cautious about design choices underlying generative AI deployments to preserve skill learning and long-term productivity.

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