Aug 20, 2026 · 37 min · 8 segments
What does the research actually tell us about when generative AI helps learning, and when it starts to replace it? Ray and Dan are joined by Dr Natasha Arthars and Dr Hongzhi (Veronica) Yang from the…
Natasha ArthursGuestMatthew HillGuest
Ray FlemingHost
Veronica YangGuestDan BowenHost
This is, as far as I know, the second useful tool that he's developed for education.
Somehow without... having gone through all of this evidence, he manages to create these tools that do all of the things that they should do.
It is amazing how much that tool aligns with what we found in the research.
But I would say for teachers when they're thinking about what Gen AI tool they might use, they really need to look at it carefully.
Because if you think about just generally in your work life, when you're using certain Gen AI tools, Sometimes you'll ask it something and it'll give you the answer and then it will suggest, it'll say, do you want me to do this, this or this for you next? And so it can be really easy just to click and to do what it suggests.
And so thinking about does the tool do that or does it slow things down and give the student the opportunity to sit and think about what they want to do next, I think is really important.
But the other thing is, if we look at these tools, the way that they're designed actually makes students treat them in different ways or relate to them differently.
So it is automatically designed to position people to think of it as a friend.
Other tools might be designed to position students to think of it as a tutor or a teacher.
And so the design influences the way that people interact and relate to it.
So I think that's really important for teachers to think about when they're looking at different tools.
But if I talk about the learning task and the activity, everything's different.
We give students different tasks to work on and they have different learning objectives or learning outcomes, right? And so we need to think about, well, what is the learning outcome here? And is Gen AI use removing some of those peripheral barriers, allowing students to engage in the task, or is it doing the work for them that is leading to the learning? And I think Danny gave a really good example in our webinar yesterday.
You'll remember this, Matt, with his young son, who was... worried that his use of Gen AI might be considered cheating.
This is, as far as I know, the second useful tool that he's developed for education.
Somehow without... having gone through all of this evidence, he manages to create these tools that do all of the things that they should do.
It is amazing how much that tool aligns with what we found in the research.
But I would say for teachers when they're thinking about what Gen AI tool they might use, they really need to look at it carefully.
Because if you think about just generally in your work life, when you're using certain Gen AI tools, Sometimes you'll ask it something and it'll give you the answer and then it will suggest, it'll say, do you want me to do this, this or this for you next? And so it can be really easy just to click and to do what it suggests.
And so thinking about does the tool do that or does it slow things down and give the student the opportunity to sit and think about what they want to do next, I think is really important.
But the other thing is, if we look at these tools, the way that they're designed actually makes students treat them in different ways or relate to them differently.
So it is automatically designed to position people to think of it as a friend.
Other tools might be designed to position students to think of it as a tutor or a teacher.
And so the design influences the way that people interact and relate to it.
So I think that's really important for teachers to think about when they're looking at different tools.
But if I talk about the learning task and the activity, everything's different.
We give students different tasks to work on and they have different learning objectives or learning outcomes, right? And so we need to think about, well, what is the learning outcome here? And is Gen AI use removing some of those peripheral barriers, allowing students to engage in the task, or is it doing the work for them that is leading to the learning? And I think Danny gave a really good example in our webinar yesterday.
You'll remember this, Matt, with his young son, who was... worried that his use of Gen AI might be considered cheating.
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The Essay Is No Longer Enough
AI changed what evidence of learning means
Stop Calling Every AI Use Cheating
AI is here; schools must guide it
The Case for Strategic Offloading
Use AI strategically; protect the lesson's core
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