Mollick Warns AI Writing Defaults Erode Learning and Human Thinking

Ethan Mollick argues that using AI as a default for writing, without thinking, risks undermining the human effort that builds skill and style.

He cites two Wharton-linked studies: a Turkish high school experiment where ChatGPT access hurt test performance, and a Taipei Python course where a personalized AI tutor raised exam scores by 0.15 standard deviations.

Mollick calls the difference how AI is used, not whether, and notes that the tools for tutor-style learning are not intuitive to access.