

I don’t doubt it can be harmful, but I can’t help wondering if the problem in education is the LLMs themselves or the educational system being broken in general. I never had LLMs when I was in college/university to begin with, but also, the only time I can remember even being tempted in the general direction of cheating was an online statistics class (one of the few times I did fully online class) that I had trouble focusing on or understanding much at all (at the time, I didn’t understand that I probably struggled more with some classes than others because of ADHD/executive functioning focus problems). And I still didn’t ideate about actual cheating itself, I just had some test where I tried to guess answers with intuition as an experiment; unsurprisingly, that went badly and I had to study harder going forward in that class to make it up.
Maybe I was just too goody two shoes to ever consider it seriously, I don’t know. But it wasn’t really something I even considered as an option. Notably, I also genuinely enjoyed learning if it was a subject that interested me and I usually more liked classes that had projects I could do, rather than rote memorization or long research papers.
I don’t have data on it off-hand, so maybe I’m talking out of my backside, but it seems to me that if people are focused on assignments as meeting metrics and expectations rather than the learning itself, they’re more likely to look for ways to game the system, whether for an edge, to get approval, to avoid rejection, etc. So although I can easily believe AI is making it worse in the short-term, I have to wonder why people would go for it in the first place and what can be done at the root at cheating motivations.
That’s adorable, love to see it.