ChatGPT use in university math courses reduces student motivation and deepens inequality
Corvinus University instructors allowed students unrestricted access to ChatGPT-like AI tools in mathematics courses over two semesters and found that student motivation and overall knowledge levels declined, while social inequality among students increased. Weaker students benefited from easier solution methods while better students reduced effort, knowing they could achieve the same results with less work.
What happened
Corvinus University instructors Benedek Márton and Sziklai R. Balázs permitted students to freely use ChatGPT-like artificial intelligence tools in mathematics courses over two consecutive semesters, including for assignments and exams.
In spring 2023, when the course first allowed AI use, ChatGPT was new and few students used it. One year later, nearly all students applied ChatGPT-like platforms, with the tools becoming sophisticated enough that most students relied on them blindly without attempting to understand the solution process.
Reported impact
Student motivation and overall knowledge levels decreased. Weaker students welcomed the easier solution method, while better students realized they could achieve the same results with less effort and therefore abandoned traditional learning methods.
Social inequality among students intensified, as wealthier students with access to ChatGPT's advanced paid versions could produce better assignments than peers using free versions. Many students who submitted perfect exams using AI had no understanding of how they performed between 0% and 100%.
Index analysis
The creation, error-making, and understanding phases critical to the learning process were eliminated when students solved problems using artificial intelligence instead of engaging with traditional methods.
Artificial intelligence bypassed the problem-solving process that is essential to knowledge acquisition, making the process of understanding less important than the solution itself.
Governance controls
The instructors stated that despite negative experiences, they do not see a complete ban on AI as the solution, indicating a need for alternative governance approaches to AI use in education.
Classification
Sources and evidence
This record was researched and written by the Index, based on the following original reporting.