Self-Regulated AI Use Hinders Long-Term Learning
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GenAI can undermine learning when students rely on these tools to perform the cognitive work that instructional activities are intended to develop.
“However, GenAI can also undermine learning when students rely on these tools to perform the cognitive work that instructional activities are intended to develop.”
From Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs) (2026) · cites this paper as Poulidis et al. 2025
Cites
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · see citing works
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
Chaiklin, S. (2003) · Vygotsky's Educational Theory in Cultural Context · doi:10.1017/cbo9780511840975.004 · Cited by 1,055 · see citing works
Inverse probability weighted estimation for general missing data problems
Wooldridge, J. M. (2007) · Journal of Econometrics · doi:10.1016/j.jeconom.2007.02.002 · Cited by 1,029 · see citing works
Generative artificial intelligence enhances creativity but reduces the diversity of novel content
Doshi, A., & Hauser, O. (2023) · doi:10.2139/ssrn.4535536 · Cited by 887 · see citing works
Mousavinasab, E., Zarifsanaiey, N., R. Niakan Kalhori, S., Rakhshan, M., Keikha, L., & Ghazi Saeedi, M. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2018.1558257 · Cited by 605 · see citing works
Generative AI without guardrails can harm learning: Evidence from high school mathematics
Bastani, H., Bastani, O., Sungu, A., Ge, H., Kabakcı, Ö., & Mariman, R. (2025) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2422633122 · Cited by 309 · see citing works
Self-citationNatali, C., Marconi, L., Dias Duran, L. D., & Cabitza, F. (2025) · Artificial Intelligence Review · doi:10.1007/s10462-025-11352-1 · Cited by 143 · see citing works
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Experimental Evidence on the Learning Impact of Generative AI
Contractor, Z., & Reyes, G. (2026) · arXiv · doi:10.48550/arxiv.2607.08849
Babar, A., Davin, K. J., & Dornburg, A. (2026) · arXiv · doi:10.48550/arxiv.2608.27638
- Authors
- Poulidis, S., Bastani, H., & Bastani, O.
- Affiliations
- INSEAD (FR)
- University of Pennsylvania (US)
- Corresponding author
- Poulidis, Stefanos
- ORCID
- Bastani, Osbert
- Venue
- SSRN Electronic Journal
- Publisher
- Elsevier BV
- Published
- 2025
- ISSN
- 1556-5068 (ISSN-L)
- OpenAlex
- W7108336357
- Cited by
- 1
- References
- 8
- Citations by year
- 2025: 1
- Type
- posted content
- Language
- en
- Open access
- green
- doi.org
- Locations
- SSRN Electronic Journal (acceptedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Keywords
- AI-assisted learning, long-term learning, productive struggle, zone of proximal development, student engagement, chess training, AI scaffolding, student motivation, AI reliance, skill acquisition
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