Figure 1.5. Successfully performing a task with GenAI does not automatically lead to learning Türkiye: Comparison of high school students’ maths exam and practice results when practicing alone or with GenAI tools Note: In this randomised controlled trial, access to GPT-4 improved student performance when practising mathematics exercises — especially the tutoring version. However, during closed-book exams, students who had used the base (or general-purpose) version of GPT-4 performed 17% worse than those who never had access. Source: Bastani, H. O. Bastani, A. Sungu, H. Ge, O. Kabakcı and R. Mariman (2024), “Generative AI Can Harm Learning”, The Wharton School Research Paper, Available at SSRN: http://dx.doi.org/10.2139/ssrn.4895486.

Figure 1.5. Successfully performing a task with GenAI does not automatically lead to learning Türkiye: Comparison of high school students’ maths exam and practice results when practicing alone or with GenAI tools Note: In this randomised controlled trial, access to GPT-4 improved student performance when practising mathematics exercises — especially the tutoring version. However, during closed-book exams, students who had used the base (or general-purpose) version of GPT-4 performed 17% worse than those who never had access. Source: Bastani, H. O. Bastani, A. Sungu, H. Ge, O. Kabakcı and R. Mariman (2024), “Generative AI Can Harm Learning”, The Wharton School Research Paper, Available at SSRN: http://dx.doi.org/10.2139/ssrn.4895486.