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Poster A in Poster Session A: Tuesday, August 4, 9:30 – 11:15 am, Kimmel Center, Shorin & Rosenthal Rooms

AI-Assisted writing may create an illusion of learning by dissociating performance from durable memory

Céline Duffau¹, Abigail M. Daems¹; ¹Brigham Young University Hawaii

Presenter: Abigail M. Daems

Students increasingly use generative artificial intelligence tools to complete academic work, yet their effects on long-term memory remain poorly understood. This study shows that using ChatGPT without guidance to complete a written assignment can impair lasting retention of information, though assignment performance appears high. Brief guidance in AI use mitigates these negative effects but does not enhance learning beyond traditional resources. The findings reveal a dissociation between observable task performance and lasting memory, demonstrating that higher-quality student work does not necessarily indicate stronger memory formation. These findings highlight that AI-assisted writing can shape encoding and create misleading impressions of learning, emphasizing the need to distinguish performance from actual knowledge retention and guide the integration of AI in education.

Topic Area: Memory, Learning & Knowledge Structures