In January, I wrote a short note based on one of my talks: “How to use LLMs for learning in 2025.” In that note, I differentiated between using LLMs (1) to learn and (2) to do. With the new semester now underway, I’ve checked some usage numbers and read the Ammari et al. (2025) paper on how students use ChatGPT. I was particularly interested in the second RQ: “Which usage patterns correlate with continued or increased reliance on ChatGPT over time?”
An over-reliance on any tool, regardless of what it is, is a potential red flag for persistent learning, especially when the goal is comprehension. For example, understanding derivatives and calculating them using a computer are two distinct learning objectives. If the reliance on a tool substitutes for understanding, long-term implications may not be a net positive.
The article does not really answer the reliance part of the question. It does, however, report some interesting correlations between LLM behavior and student engagement. Notably, when ChatGPT asks for clarifications, provides unintended or inconsistent answers, or communicates its limitations, students are less likely to continue using it.
Plausible, but what these correlations mean for learning and comprehension is unclear. What is the next step after disengagement? Do they switch to another LLM to get a direct answer without having to answer follow-up questions, or do they go back to figuring it out on their own?
Class of 2029, I guess the answer lies with you. Welcome!
Source – Paper