In my first year of university, I never used AI tools and everything went fine. I managed my studies, wrote assignments, and came up with ideas on my own. But around the start of my second year, I stumbled upon ChatGPT and it changed everything. Suddenly, whenever I did not understand something, I could ask for a detailed explanation. And in an instant, it also corrected my spelling and grammar. It felt like having a 24/7 tutor who could save me hours of effort.
The more I used it, the more I experimented with it. From brainstorming to making outlines to even looking for creative inputs. But slowly, I noticed a shift. I was no longer being independent when it came to ideas. Instead of pushing myself to think, I automatically resorted to ChatGPT. Sometimes I told myself, “I could have thought of that too”, but the truth was, I did not.
That realisation made me pause. I decided to use AI more thoughtfully, as an assistance aid and not a replacement. Now I use NotebookLM when I need to compare articles or want to find key arguments easily, this saves me time without replacing my voice. For grammar and quick summaries, AI is still a huge help. But when it comes to generating original ideas or elaborate arguments, I want to challenge myself first. Finding this balance has not always been easy, but it has made me more aware of how I learn. I now see AI not as a shortcut, but as something I can actively control in my process.
Baidoo-Anu and Owusu Ansah (2023) argue this issue too. AI can promote personalised and interactive learning, helping students save time and receive feedback. But they warn that blind application may result in uncontrolled dependence and misinformation. This made me reflect on my own experience and how I wanted to use these tools moving forward. In my case, a balance is the solution, AI can sharpen but not replace my own thinking.
Reference
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
I can definitely relate to your experience with AI tools. I still remember the first time we talked about the use of ChatGPT during my bachelor’s, and in the beginning I held the firm opinion that we shouldn’t use it at all. However, as its capabilities progressed, and I saw more examples of how it was providing value to people around me, I also fell into the trap of using it more and more.
It is nice to see that other people have struggled with the same problems and have come to similar solutions. I also agree that it is fine to use AI tools as an aid, for example as a tool to find articles. However I would be careful with using tools such as NotebookLM, or using AI for summaries in general, for studying as these tools do not know what information out of the article is important to you.
Additionally, reading is also a skill that can atrophy, and reading articles yourself can be a really helpful way to enhance your academic writing in preparation for your thesis.
I can really relate to this! It’s amazing how AI can feel like a personal tutor, always ready to explain, summarise, or polish ideas. But you’re right, it’s easy to slip into depending on it too much. I like how you’ve framed AI as something to control rather than something that controls you. Finding that balance between efficiency and independent thinking is such an important takeaway for all students today.
I totally agree with you! Whenever I’m brainstorming ideas or working on something that requires real thinking, I often catch myself asking ChatGPT for advice or answers. I’ve also noticed that sometimes I ask questions I actually do know the answer to, if I’d just think for a few seconds. But the convenience of having a tool that gives detailed answers within seconds can easily take over. You made me realize that I’m not the only one who feels like ChatGPT sometimes takes control, instead of us controlling it.