Correlation between Students' Use of AI and Cognitive Skills Decline

Name and Constituency of Member of Parliament

Mr Cai Yinzhou, Bishan-Toa Payoh GRC

Question

To ask the Minister for Education (a) what data the Ministry has on students’ AI usage and its correlation with cognitive skill decline; (b) whether baseline assessments will be introduced to monitor these impacts; (c) how teachers are trained to detect AI-induced cognitive atrophy; and (d) what interventions, such as device-limited classes, are planned to prevent over-reliance and ensure students first master foundational concepts.

Response

1. The Ministry of Education (MOE) provides guidance to schools to ensure that the use of AI enhances, rather than undermines, teaching and learning, whilst guarding against cognitive atrophy.
2. While MOE does not have Singapore data on correlation of student AI usage to cognitive atrophy, we are currently conducting studies on the impact of AI on students’ learning. International research has shown that inappropriate or ill-structured use of AI by students can result in over-reliance, negatively impacting students’ basic recall and understanding of simple concepts. This would, in turn, hamper the development of higher order thinking. Teachers therefore hold off the use of AI when our students are in the early stages of acquiring knowledge and skills, so that they develop strong foundations before they are introduced AI to augment their learning. For example,
   1. At lower primary levels, students learn best by using multiple senses to engage with real-world objects. Technology is therefore used lightly in the classroom, to prioritise hands-on inquiry, real-life explorations, and outdoor experience. AI is progressively introduced from Primary 4 with teachers’ supervision.
   2. At the secondary level, students are equipped with personal learning devices and progressively use AI independently for learning. This is done through well-designed learning tasks, which allows students to benefit from the personalisation of learning offered by AI while guarding against cognitive outsourcing.
   3. Teachers are provided with MOE-developed AI tools, which are designed to be pedagogically sound and are accompanied by appropriate guardrails. These tools are in the Singapore Student Learning Space so that all students can access them to help empower their learning.
3. Given that students’ access to AI is not just confined to school, MOE has taken steps to develop students’ AI literacy, as well as guide students on ethical and responsible use of AI so that they will use AI to benefit their learning.
4. Teachers are trained to design and conduct lessons to help students acquire fundamental knowledge and develop higher order thinking skills. MOE provides in-service professional learning to equip teachers to use AI thoughtfully, grounded in pedagogical principles that enhance student engagement and learning.
5. MOE continues to assess students’ mastery of foundational concepts to ensure they can apply them without using AI. For example, proctored examinations that disallow AI use help ensure that students have strong fundamentals. Teachers’ interactions with students also give them good knowledge of each student's learning progress to provide support when learning gaps are observed.