Student Resistance to Using AI
While student misuse of AI is often what we encounter most, a smaller proportion of students are resistant to the use of AI when it is incorporated into course assignments.
Some resistors may be silent, so check in with body language (for in-person classes) or even just ask if anybody has objections to using AI in the assignment(s). If you find there is resistance, the next advisable step is some kind of class discussion - online or in person.
Below are ways to navigate various arguments or points of resistance students may have if you encounter student resistance in your class.
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Students are worried about cognitive offloading
"Cognitive offloading" is the practice of using tools so that we don't have to hold as much in our heads at once. It may also, to some people, mean offloading more difficult thinking tasks to an outside entity.
Presuming your assignment supports, rather than replaces, thinking, discuss the various ways we use cognitive offloading to actually increase our capacity to do more (and also to think in more complex ways).
For example, we tend to cognitively offload phone numbers of others into our phones. We rarely have most contacts' phone numbers memorized anymore.
In class, we may use checklists or rubrics to cognitively offload an assignment's requirements, so that we can go back to reference it, rather than try to keep all requirements in mind.
In the same way, we can use AI to cognitively offload some information or basic tasks, with the intention to come back and reference that information as we think more deeply or complexly about a topic.
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Students are worried about plagiarism or misconduct
Discuss with students the difference between assigned use of AI and unauthorized use of AI. This could be a good time to talk with students about the need to reference all of their courses' policies about using AI (and, if it isn't listed for one of their courses, then to ask the instructor!).
Assure students that using AI with the steps you are prescribing, for this assignment, is acceptable use. Also assure students that you are thoughtfully integrating AI into this assignment either to advance their thinking in some way or to help them see how AI can be applied in your discipline.
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Students are concerned about the "slippery slope" of AI use
This may be a time to point out that AI is already integrated into a great deal of what we digitally use on a day-to-day basis. For example, Google searches often lead the response page with an AI summary; Amazon provides AI summaries of customer reviews.
Applaud your students' care and concern about learning the "right way," without overusing AI. It is important to validate their good learning intentions.
Then, you can talk with your class about the importance of mindful and intentional use of AI, particularly if the goal is to improve thought or production efficiency. Encourage students to always approach the use of AI thoughtfully, asking themselves, "Is AI beneficial to me in this moment, or am I using it as an unnecessary crutch?"
Then, assure students that you are mindfully applying the use of AI to this assignment, and be transparent about how the use of AI in this instance is to their benefit (professionally or in terms of learning).
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Students object to environmental impact
AI data centers do indeed use a great deal of resources, and that resource-overuse negatively impacts vulnerable populations in the U.S. and around the world.
It is fair to discuss and validate this concern. But it can also be helpful to remind students that the AI resource consumption is less from any one instance of AI use, but rather the collective, massive demand for AI.
As an example with your class, you can have them explore this tool (What Uses More?) to find out how many of their regular digital habits compare to a single Gen AI request when it comes to resource use. This helps them to have better perspective on the actual amount of energy participating in only a few Gen AI "asks" will contribute to resource consumption.
There is also increased professional discussion on finding ways to decrease AI's use of resources toward greater sustainability. This might be a nice assurance to share with students.
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Students continue to resist despite your best arguments
There are a few ways to approach this. All approaches should follow a good-faith discussion about potential objections listed above.
If AI Literacy or AI Fluency are included as learning goals for your course
These learning goals may be new additions to your course in response to changing times, but your department/program feels that familiarity with effective and ethical use of AI is important for students in your field.In this instance, it is difficult to agree to students' resistance to the use of AI.
In your syllabus, list the Gen AI tools you expect students to use (please be sure they are accessible to all students and low- or no-cost) with other Course Materials.
If students object (and after exploring and perhaps discussing some of their concerns), explain that using AI for your course is similar to using an assigned textbook. They can object to using it, but it is non-negotiable for the course and thus failing to use it will impact their grades.
If you haven't yet done so, this is a good time to share with students the course learning goals that relate to AI use, and data or indicators about the importance of them learning AI usage skills and ethics for their success in the field.
If students do not have to take your course for their program, they may decide to drop your course. (So, it's important to talk about AI use at the start of the semester).
If you believe AI is essential to an assignment's success
As above, list the Gen AI tools you expect students to use (please be sure they are accessible to all students and low- or no-cost) with other Course Materials.
Also as above, if students object (and after exploring and perhaps discussing some of their concerns), explain that using AI for your course is similar to using an assigned textbook. They can object to using it, but it is non-negotiable for the course and thus failing to use it will impact their grades.
Your course may come with sections taught by others who are not using AI in their assignments. If that is the case, you may wish to advise students to change sections.
If AI is helpful to include but not the only way up the mountain
Consider employing Universal Design for Learning principles for any assignments that fall into this bucket.
That is, create different ways the assignment can be completed, with or without AI, allowing students to choose the path they prefer. Be sure the learning expectations are the same in each instance.
Offer all options for assignment completion to students with the assignment instructions.