When Generative AI Helps Too Much: Engagement, Learning, and Student Outcomes in Business Statistics
Start Date
17-10-2025 4:00 PM
End Date
17-10-2025 4:30 PM
Location
MH 162
Submission Type
Abstract
Track
Pedagogy
Abstract
After two decades of teaching business statistics, first in person, then online, and now in the era of generative AI, I have observed substantial shifts in how students approach learning. Many rely on ChatGPT and similar tools to produce assignment answers, sometimes at the expense of genuine understanding, which may lead to lower exam scores. Using LMS analytics, I track students’ engagement with video lectures and find this behavior more predictive of exam success than assignment completion. This presentation reports on an ongoing observational study and seeks feedback to strengthen its design and effectiveness in supporting authentic student learning.
When Generative AI Helps Too Much: Engagement, Learning, and Student Outcomes in Business Statistics
MH 162
After two decades of teaching business statistics, first in person, then online, and now in the era of generative AI, I have observed substantial shifts in how students approach learning. Many rely on ChatGPT and similar tools to produce assignment answers, sometimes at the expense of genuine understanding, which may lead to lower exam scores. Using LMS analytics, I track students’ engagement with video lectures and find this behavior more predictive of exam success than assignment completion. This presentation reports on an ongoing observational study and seeks feedback to strengthen its design and effectiveness in supporting authentic student learning.
