AI vs learning: A deeper look at ChatGPT in academic writing

“Let’s not pretend otherwise, I’ve used ChatGPT to help structure and proofread this article…” admits Marc Duffy CMBE, Lecturer in Business Consulting, Ulster University Business School as he writes about the impact of AI tools on student learning.

One of my most memorable takeaways from my Postgraduate Certificate in Higher Education was a cartoon that stuck with me. It showed a parent telling their child they’d taught their dog to whistle. When the child asks the dog to whistle, the parent responds, "He can’t – he never learned." This taught me a key truth: there’s a difference between teaching and learning. We can teach all we like, but unless someone actively (or actually) learns, our efforts are wasted.

In recent years, AI tools like ChatGPT (or Gemini, DeepSeek, Copilot) have become popular among students, promising improved productivity and writing. These tools often produce polished, coherent work, but beneath the surface, raise serious concerns. While AI is reshaping how students approach assignments, it's also hindering the development of critical academic skills, including deep reading, critical thinking, and theory integration.

Recent Chartered ABS blogs have discussed whether we should embrace or abandon AI (Cheng, Ramanan and Tsafos, 2024), or how students can "navigate the grey” area between these extremes (Dale and Drummond, 2024). This blog considers outcomes from a student learning perspective.

The surface appeal of AI generated work

AI tools offer immediate benefits, speed and ease. Students can generate essays, summaries, and ideas in seconds, making them an appealing resource during tight deadlines. The text is usually well structured and free from glaring errors, appearing as solid academic writing. This is particularly attractive in a high-pressure environment where grades are at stake.

However, the work produced by AI lacks the depth and engagement with theory that should be central to academic study, depth that is not immediately obviously missing to a non-learner. Students using AI generated content further miss out on developing their own voice or integrating complex ideas. While the essays may appear impressive, they often fall short of meeting academic standards and fail to demonstrate intellectual rigor.

The erosion of key academic skills

As a tutor, I’ve seen firsthand how over-reliance on AI tools can lead students to bypass critical aspects of academic learning.  I see students using AI during class, despite saying they don't (or won’t) use it.

AI offers a shortcut, but it doesn’t teach students how to think critically, read deeply, or form well-rounded arguments. Students who depend too heavily on AI risk becoming passive consumers of information rather than active learners of knowledge.

Importantly, these students often don’t realise why their work lacks the depth required to earn higher grades, and they lack the skills to self-assess and improve.  Over time, they miss out on the intellectual growth necessary to succeed in HE.

The temptation to rely on AI for convenience creates a cycle where students avoid engaging deeply with the material. While their writing style may reflect polished work, they often don’t grasp the underlying concepts, meaning their grades suffer. When they encounter the limitations of AI generated content – such as poor integration of theory – they’re left confused and frustrated.

The consequences: Lower grades and growing frustration

The short-term benefits of AI generated work are well written, polished papers, often at the expense of long-term academic growth.  However, the quality, for a trained eye, does not exist, meaning students are often disappointed with their grades.

Further, students who over rely on AI may notice their grades slipping over time. As they become more dependent on AI, their learning diminishes, leading to lower grades and growing frustration. Worse, because they have never learned to whistle, they don’t know how to fix it. This misalignment between grades and actual learning often undermines students' confidence, and in some cases, leads to disengagement and frustration.

The need for balance: How to leverage AI while fostering academic growth

AI tools aren’t inherently bad for students; however, their overuse can stifle intellectual growth.  The key is to use AI as a tool to complement, not replace, active engagement with the material. When used properly, AI can help students brainstorm, clarify concepts, and organise their thoughts.

As educators, it’s important to guide students on how to use AI responsibly. We can discuss its role in the curriculum, helping students understand how AI can enhance their academic skills without becoming a shortcut. This will ensure they engage deeply with their learning, rather than relying solely on AI for surface-level work.

References

Cheng, W; Ramanan, S; and Tsafos, Y (2024): Is it time to embrace AI or abandon it in Higher Education? | Chartered Association of Business Schools

Dale, G and  Drummond, M (2024): Generative AI and academic misconduct: Helping students to navigate the grey | Chartered Association of Business Schools

Picture credit: Copilot