The recent study titled “The Generative AI Learning Penalty: Evidence from Chinese Secondary Education” indicates that artificial intelligence (AI) is significantly aiding schoolchildren in completing homework more efficiently. This research, conducted by Stockholm University and the University of Hong Kong, analysed data from 26,811 students in grades seven to twelve in central China over a 30-month period. This new dynamic has produced mixed reactions from parents and educators alike.

Data findings revealed that students’ completion times for assignments dropped from approximately 64 minutes to 45 minutes after using generative AI. Homework scores reportedly increased by 18 per cent, making it appear advantageous for students struggling to keep up with their studies. This trend also lessens the burden on parents, who no longer need to supervise homework closely.

However, despite these positive changes in homework metrics, the repercussions on actual learning appear to be concerning. The same study showed that students’ performance in closed-book examinations significantly declined, dropping by 20 per cent after the introduction of AI into their homework routines.

Education Performance Shows Contrasting Outcomes

The study highlights a worrying disparity between students’ homework results and their examination performances. Researchers noted that many students appeared to employ AI to complete assignments rather than facilitate understanding of the material. Approximately 80 per cent of those using AI exhibited behaviours suggesting they were outsourcing their homework tasks, leading to inflated homework scores but poor exam outcomes.

Interestingly, the data revealed that students who engaged with AI while still spending similar amounts of time on homework as their non-AI counterparts had comparable exam scores, despite experiencing higher homework scores. This suggests that the detrimental effects are mitigated when AI is used as an aid rather than a crutch.

Furthermore, researchers discovered that the negative impact on high-stakes exams increased over time. Students who had been using AI for a duration of two years or more displayed an estimated decline of 24 per cent in Zhongkao exam results and 18 per cent in Gaokao performances, illustrating a lasting effect of AI on educational outcomes.

Broader Insights and Recommendations on AI in Education

This study is not an isolated case; other research also raises concerns about the implications of generative AI on students’ learning capabilities. A separate study from the University of Pennsylvania in 2025 pointed out that while generative AI may assist in performing daily tasks efficiently, it adversely affects subsequent exam performance if students become overly reliant on it for generating answers.

Conversely, some researchers argue that AI can contribute positively to educational experiences when appropriately utilised. A Harvard study in 2025 found that students who worked with a specially designed AI tutor showed substantial improvements in learning speeds compared to peers in conventional active-learning environments.

In conclusion, the research suggests that the impact of AI on learning outcomes is contingent on how students choose to utilise these tools. While AI can expedite homework completion, its detrimental effects on understanding may arise if students fail to engage critically with their schoolwork.

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