There is no shortage of articles warning about the dangers generative AI poses for student learning and the possibility of academic dishonesty. Distressing stories about likely student misuse of generative AI are becoming commonplace. It’s clear that both students and teachers can use AI in ways that are either beneficial or harmful to student learning. Teachers have to design course policies and learning activities in such a way that minimizes harmful AI use and leverages constructive use (if they choose to incorporate AI at all). Students must recognize when and how generative AI might help them learn and when it might hurt before following through with constructive AI use. In an ambitious laboratory study, Fan et al. (2025) documented one such AI pitfall, which they named metacognitive laziness. Then I got to experience it myself in one of my classes. First, let’s review the study.
