The AI revolution is reshaping learning – but at what cost?
Artificial Intelligence (AI) is transforming Australian classrooms, but CQUniversity researchers warn the tech revolution could be also quietly rewiring young brains and not for the better.
CQUniversity researchers Dr Ragnar Purje and Professor Ken Purnell have been exploring the neurological impacts of AI use in education, uncovering a complex picture: while AI tools can support students – especially those with additional learning needs – they may also hinder the development of vital cognitive skills.
“AI systems can adjust content to match a student’s needs, interests and learning pace, which is incredibly powerful,” explains Dr Purje, a leading education and neuroscience expert.
“But if students become passive recipients rather than active participants in their learning, we risk weakening the very brain networks they need for critical thinking and memory.”
The CQUniversity team claim that students using AI to generate essays showed a 47 per cent drop in active neural connections – from an average of 79 to just 42 per cent.
Even more concerning, 83 per cent of those students could not recall the content they had written just minutes later, a phenomenon researchers describe as “cognitive debt” or “digital amnesia”.
“Neuroplasticity – the brain’s ability to adapt – is strongest during childhood and adolescence,” says Professor Purnell, a leading expert in educational neuroscience.
“But that same plasticity means young brains may be rewired by over-reliance on AI, potentially compromising executive function, self-motivation and decision-making skills.”
The findings suggest that students using large language models like ChatGPT often develop shallower knowledge compared to those who research and synthesise information manually – even when both groups access the same content.
The research also highlights the importance of physical play and unstructured learning. Countries like Finland, which emphasise outdoor play and limit screen time in early education, consistently rank among the top in academic performance and student wellbeing.
“Cognitive development doesn’t happen in isolation – it’s shaped by movement, interaction and challenge,” Dr Purje says.
“When students lose opportunities to play, solve problems, and struggle a little in their learning, we miss a chance to strengthen essential brain pathways.”
Despite the concerns, the researchers are not calling for a rejection of AI in education. Instead, they urge educators and policymakers to strike a balance, leveraging the advantages of personalised learning tools without undermining core cognitive development.
“AI is here to stay,” Professor Purnell notes. “The challenge is to use it wisely, encouraging students to remain actively engaged, think deeply, and still do the hard work of learning. That’s how we build not just knowledge, but capability.”
