"“However, the percentage of students who use AI to save time decreased from 51% in 2025 to 45% in 2026. The reason for this is unclear, though one suggestion is that students are becoming more sceptical of AI’s benefits as they become more familiar with it.” (Stephenson and Armstrong, 2026, p. 17)
https://www.hepi.ac.uk/wp-content/uploads/2026/03/HEPI-Report-199-Gen-AI-Survey-2026.pdf
Grading student work. Students occasionally throw extra bits of information in their submissions, like
- "Our variable is guilt, manipulated via random assignment (nominal and ordinal)" [No, it's not both measurement levels; it's one or the other]
- "Hypothesis 1: AI use predicts student academic anxiety (students with higher academic success will be more aware of the dangers of AI)" [What's in the parentheses is supposed to inform or restate what came before it...]
Students occasionally get huffy about losing points when one part of their answer is solid but they add other information that's not. I explain to them that the "extra information" thrown in as if it were helping when it is, in fact, irrelevant or even deeply wrong, tells me they have a lower level of understanding of the material. The fact that they thought this was relevant suggests that they could use some more studying or practice.
What I want to say is what that famous internet video by criminal lawyers from New Jersey say: Sometimes you gotta Shut the Fuck Up.
#professor #teaching #students #ShutTheFuckUp #MoreIsNotAlwaysBetter
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