this post was submitted on 21 Aug 2026
38 points (95.2% liked)

GenZedong

5286 readers
52 users here now

This is a Dengist community in favor of Bashar al-Assad with no information that can lead to the arrest of Hillary Clinton, our fellow liberal and queen. This community is not ironic. We are Marxists-Leninists.

See this GitHub page for a collection of sources about socialism, imperialism, and other relevant topics.

This community is for posts about Marxism and geopolitics (including shitposts to some extent). Serious posts can be posted here or in /c/GenZhou. Reactionary or ultra-leftist cringe posts belong in /c/shitreactionariessay or /c/shitultrassay respectively.

We have a Matrix homeserver and a Matrix space. See this thread for more information. If you believe the server may be down, check the status on status.elara.ws.

Rules:

founded 5 years ago
MODERATORS
GrainEater@lemmygrad.ml
Elara@lemmygrad.ml
ComradePupIvy@lemmygrad.ml
American_Communist22@lemmygrad.ml
38
Comparison of homework and exam scores between students who use AI vs. those who don’t. (lemmygrad.ml)
submitted 1 month ago by allende2001@lemmygrad.ml to c/genzedong@lemmygrad.ml
18 comments fedilink hide all child comments
 

cross-posted from: https://hexbear.net/post/9348639

The Generative AI Learning Penalty: Evidence from Chinese Secondary Education

Using 30 months of panel data on 26,811 Chinese students in grades 7-12, we study how generative AI affects homework productivity and learning. The data combine monthly closed-book exams, high-school and college entrance exams, and homework scores and completion time across nine subjects. We exploit staggered AI adoption in a difference-in-differences design. AI adoption raises homework scores by 18% and reduces completion time by 30%, but lowers monthly exam scores by 20% within six months. High-stakes entrance-exam scores fall by 18 and 24%, with the full penalty emerging only after about two years. The losses are largest in social science subjects, followed by STEM and languages, and are especially large for junior students, high-achieving students, and boys. The learning losses are concentrated among roughly 80% of AI users whose behavior is consistent with homework outsourcing, as indicated by exceptionally short homework completion time coupled with high homework scores. AI users who maintain similar homework completion time as non-AI users experience small learning losses.

you are viewing a single comment's thread
view the rest of the comments
[–] chinawatcherwatcher@lemmygrad.ml 16 points 1 month ago

I just refused to do it amd still passed exams, granted I don’t remember much of the contents of them.

you really hit the nail on the head here, because i did this too: passing exams via cramming but never actually learning any material. that's why i'm so interested in learning how to learn rn.

What do you do when someone’s terminally disinterested? So much so you have teachers calling them “wastes of oxygen”?

i mean firstly any teacher who is calling anyone a "waste of oxygen" is firstly completely wrong and secondly not being very motivating. learning how to motivate people is, imo, the very first job of any teacher lol. the subject material should be presented in a way such that its utility is made obvious to any student and therefore giving them interest to learn it. students should constantly be encouraged for any interest that they do show, and taught how to think correctly in the process (i.e. focusing more only long-term rather than short-term interests, not demeaning themselves or others for errors, things of that nature). i think with the right teaching method, so long as the subject material actually has utility (or inherent interest, depending on the topic) for people students being disinterested is a structural problem.