A new preprint study from MIT has revealed that using AI chatbots for writing tasks significantly reduces brain activity and impairs memory retention.

The research, led by Dr Nataliya Kosmyna at the MIT Media Lab, involved Boston-area students writing essays under three conditions: unaided, using a search engine, or assisted by OpenAI's GPT-4o. Participants wore EEG headsets to monitor brain activity throughout.

Results indicated that those relying on AI exhibited the weakest neural connectivity, with up to 55% lower cognitive engagement than the unaided group. Those using search engines showed a moderate drop of up to 48%.

The researchers used Dynamic Directed Transfer Function (dDTF) to assess cognitive load and information flow across brain regions. They found that while the unaided group activated broad neural networks, AI users primarily engaged in procedural tasks with shallow encoding of information.

Participants using GPT-4o also performed worst in recall and perceived ownership of their written work. In follow-up sessions, students previously reliant on AI struggled more when the tool was removed, suggesting diminished internal processing skills.

Meanwhile, those who used their own cognitive skills earlier showed improved performance when later given AI support.

The findings suggest that early AI use in education may hinder deeper learning and critical thinking. Researchers recommend that students first engage in self-driven learning before incorporating AI tools to enhance understanding.

Dr Kosmyna emphasised that while the results are preliminary and not yet peer-reviewed, the study highlights the need for careful consideration of AI's cognitive impact.

MIT's team now plans to explore similar effects in coding tasks, studying how AI tools like code generators influence brain function and learning outcomes.