GROUP 2 (Ella and Hudson Junior)
| Liu et al. (2024) | UNSW (2024) | Bjork (2023) | |
| Benefits of AI | AI was helpful for summarising, brainstorming, explaining, and suggesting. Using AI improved their critical thinking. AI remove less desirable parts of work, to focus on more important thinking. | – Gather information on new areas quickly. – digest information in the way they want. – personalized explanations, examples, and ideas. – text refining → specific feedback from an academic perspective. – writing reads for other academics. – Self-confidence and improved writing style. – more efficient than textbooks or lecturers | – information on many topics – can help EAL learners – more accurate & saver – support students with disabilities |
| Limitations of AI | AI was not necessarily free, as there were costs of accessing premium tools. | – blindly believing ChatGPT responses. – lack of critical thinking. – doing calculations or core tasks themselves, – avoiding independent problem-solving. | – generative AI not free → cost → inequality – English is dominant AI → Indigenous language are disadvantaged |
| Author’s overall opinion. | We need to work with students, industries, communities, and governments to figure out how we can help our students engage productively and responsibly with AI. | – useful tool for learning and research – carefully supervised – must still complete essential tasks themselves – challenge of supervising AI use | We should NOT ban AI: teach teachers & students to use it better. |
Overall, the three sources present a largely consistent view of the benefits of AI in education, while also highlighting important limitations. Liu et al. (2024) argue that AI supports students by assisting with summarising, brainstorming, and explaining ideas, which in turn allows learners to focus on higher-level thinking rather than routine tasks. Similarly, UNSW (2024) emphasises that AI enables students to gather and digest information quickly and provides personalised explanations and feedback, making learning more efficient than traditional textbooks or lectures. In addition, Bjork (2023) points out that AI can be particularly beneficial for EAL learners and students with disabilities by providing access to information across many topics.
However, all three sources also recognise significant limitations. Liu et al. (2024) note that AI is not always free, as access to premium tools may create financial barriers. UNSW (2024) further warns that students may become overly reliant on AI, leading to reduced critical thinking and avoidance of independent problem-solving. Likewise, Bjork (2023) highlights concerns about inequality, arguing that the cost of generative AI and the dominance of English can disadvantage Indigenous language users.
Despite these challenges, the authors generally agree that AI should not be banned. Instead, Liu et al. (2024) and UNSW (2024) suggest that AI use should be carefully supervised and integrated into education, while Bjork (2023) explicitly argues that teachers and students should be taught how to use AI more effectively.
一息不存，道将来契 