[TomasBM]

Your criticism of this study is roughly on point, IMO. It's not badly designed by any means, but it's an early look. There are already similar studies on the (cognitive) effects of LLMs on learning, but I suspect this one gets the attention because it's associated with the MIT brand.

That said, these kinds of studies are important, because they reveal that some cognitive changes are evidently happening. Like you said, it's up to us to determine if they're positive or negative, but as is probably obvious to many, it's difficult to argue for the status quo.

If it's a negative change, teachers have to go back to paper-and-pen essay writing, which I was personally never good at. Or they need to figure out stable ways to prevent students from using LLMs, if they are to learn anything about writing.

If it's a positive change, i.e., we now have more time to do "better" things (or do things better), then teachers need to figure out substitutes. Suddenly, a common way of testing is now outdated and irrelevant, but there's no clear thing to do instead. So, what do they do?