AI assistance that substitutes for learning activities may improve immediate performance while impeding long-term skill development¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? In educational settings, AI assistance that substitutes for learning activities may raise immediate performance metrics while impeding long-term skill development, creating tension between short-term productivity and capability building. → Won Ik Cho 2026

Evidence¶

Won Ik Cho 2026¶

Won Ik Cho, Seong-hun Kim, Geunhye Kim. (2026). Position: Adopting AI in Practice Does Not Guarantee the Productivity Boost. Proceedings of the 43rd International Conference on Machine Learning, PMLR 306. https://arxiv.org/abs/2605.24688 doi:10.48550/arxiv.2605.24688

q1 · i? · theoretical · r3

The position paper asserts this in its education section, citing Al-Obaydi & Pikhart (2025); it reports no new data of its own. It also cites Bastani et al. (2025) that "unrestricted generative AI access can harm learning outcomes even while improving immediate task performance."

"Students tend to develop tool usage skills rather than deploying existing expertise – AI assistance that substitutes for learning activities may improve immediate performance metrics while impeding long-term skill development (Al-Obaydi & Pikhart, 2025)."

Discussion¶

Related Claims¶

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• AI tools can enhance short-term task performance while undermining durable learning (the learning-performance paradox) — possibly the same claim (merge candidate)
• Students given AI assistance in peer feedback tended to rely on the AI-generated feedback and struggled to perform the task when the assistance was removed — a narrower finding that bears on this claim
• In TBLT, teachers perceive scaffolding collapse, a shortcut paradox, invisible inequity, and task realism corrosion — related
• Engagement-index EEG metrics show no significant differences across AI modes, and a possible short-term AI carryover effect remains unconfirmed — related
• Students in an academic writing course developed a more nuanced understanding of AI's capabilities and limitations, engaging with it as a support tool rather than a substitute for original work — related
• AI access raises immediate unaided test scores by 7.2 percentage points (0.28 SD) after a timed learning phase — a narrower finding that bears on this claim
• GenAI undermines evidence rules by making work products ambiguous between student competence and AI capability, with substitution capacity depending on task cognitive demands — related
• Performance improvements from generative AI assistance diminished once the assistance was removed — a narrower finding that bears on this claim
• The article reports observational patterns that AI assistance can improve short-term performance while reducing cognitive engagement and independent capability — a narrower finding that bears on this claim
• Substituting tasks with generative AI may promote inclusion and free time for more demanding activities, but risks foundational-skill loss and presupposes prior knowledge — a narrower finding that bears on this claim
• Immediate task success does not establish learning that persists without AI support — a narrower finding that bears on this claim
• Outcome feedback (mere knowledge of results) impedes learning of complex tasks in the multiple-cue probability learning paradigm — related
• Students envision dual feedback utilization: real-time feedback for immediate adjustment during collaboration and post hoc feedback for reflective, long-term skill development — related
• Long-term learning gains may be optimized in collaborative situations that display discouraging short-term process costs — related