First, you have to understand what these “issues” are. The main issue is the fact that students are using AI to come up with ideas instead of them using their prior knowledge. However, we have to understand the motive behind a student’s desire to use AI, which is to pass a class and get a good grade. When the curriculum is not engaging and overwhelming with rigorous grading, students aren’t enticed to learn, and will likely use AI in the process. Dinsmore and Fryer indirectly address my point as they describe how “These trends illustrate the need to possess a wide range of cognitive and motivational attributes (e.
g., knowledge, interest, engagement, strategies) to be able to produce
positive learning outcomes, whether that be reading, problem solving, or many other activities.” (2)

This describes how students have an innate desire to use their prior knowledge, but learn best when they are engaged and interested. Having said this, it is evident that there needs to be more creative learning in schools and more opinion-based questions where a student can pick their own brain and come up with their own ideas that they feel strongly about, heavily discouraging the use of AI.

Dinsmore, Dan, and Luke K. Fryer. What Does Current GenAI Actually Mean for Student Learning?, 5 Mar. 2025, https://doi.org/10.31219/osf.io/f8z56_v1.

I think AI is most helpful right up until it starts doing the thinking for us. When the only real work is Control C and Control V, then it is too much. I think the line is crossed when AI replaces the skills we’re supposed to build. If it writes, summarizes, or analyzes everything for us, then we’re not actually learning those processes. Dinsmore and Fryer (2026) say, “there are no shortcuts” to developing knowledge and expertise. That directly challenges the idea that AI can just “free us” to think at a higher level.

I think the biggest gray area is intent. Using AI to check your understanding or generate ideas can support learning. But using it to produce answers and work can replace learning entirely. The tool isn’t the problem, it is the way it’s used.

I think this will matter even more in future jobs. AI can make work faster, but if people rely on it too much, they risk losing the ability to think independently and know how to execute their job. The goal shouldn’t be to avoid AI, but to use it so that it still makes you think.

Dinsmore, D. L., & Fryer, L. K. (2026). What does current genAI actually mean for student learning? Learning and Individual Differences, 125, 102834. https://doi.org/10.1016/j.lindif.2025.102834

When it comes to AI use in the classroom, in your professional lives, how do we determine how much is too much?

Regarding the use of AI in the classroom, LLMs should be able to be tools to help facilitate learning, such as help generate ideas, help find relevant sources (checked by you), and summarization. What AI should not be doing is acting as your primary learning source and acting as a teacher for you when trying to learn. “Expertise provides the clearest use case for automating less complex tasks for the expert (such as summarizing) since the expert should possess the requisite knowledge to spot inconsistencies in a genAI summary (Dinsmore & Fryer, 2026). Too much is too much when Generative AI is being used as a primary learning tool for kids who haven’t fully developed their learning and cognitive processes. Additionally, in the professional realm, some jobs require the use of Generative AI in tasks, such as video, image, and text generation. Being able to use AI to aid in facilitating work is generally deemed as good; employees just need to be aware of how to best use these tools. Too much is when the job requirements are done through strictly AI as the expert of learning and knowledge.

Reference: Dinsmore, D. L., & Fryer, L. K. (2026). What does current genAI actually mean for student learning? Learning and Individual Differences, 125, 102834. https://doi.org/10.1016/j.lindif.2025.102834

AI is becoming a big part of school, and I think it can be helpful if it’s used the right way. It makes things easier, like getting ideas or understanding hard topics, but there has to be a limit. If students depend on AI too much, they might stop thinking for themselves and not really learn anything.

I also think AI companies should be more honest about how their tools work, because not everything it gives is always correct. There are definitely gray areas too, like using AI for help versus just copying answers. That’s why schools and colleges should make clear rules so students know what’s okay.

At the same time, AI can be a good tool for students who struggle, especially with writing or learning new material. In the future, AI will probably affect jobs, so it’s important for us to learn how to use it the right way instead of relying on it.

As one idea says, “AI should be a tool to support learning, not replace the effort it takes to actually understand something.”

AI for academic using was never an issue before people realize that students can use AI to write great essays. I still remember the last semester of my high school when my friend wrote an entire essay with AI without being revised by himself, and got an A for his final grade.

In short, the concept of too much means when you are not ready to handle the knowledge yet, or too lazy to write the entire or both, which is the most common use of AI for students now. Once AI starts replacing our cognitive work that builds expertise, it is too much. Dinsmore & Fryer argue that human learning depends on three forces, which are Knowledge, Strategies and Interest.AI might harm our process and willingness of learning if we are skipping any of these three processes. Because it is a linear progress, acclimation to competence to expertise. If we use AI inappropriately, AI will become a shortcut that destroy the entire mental process of integrating your knowledge.

Source: Dinsmore, Dan L., and Luke K. Fryer. “What Does Current GenAI Actually Mean for Student Learning?” Learning and Individual Differences, vol. 125, Jan. 2026, p. 102834, https://doi.org/10.1016/j.lindif.2025.102834.

When it comes to AI use in the classroom, I feel like “too much” would entail that all the work one is doing is simply typing in a prompt and that’s that. It’s not that we shouldn’t use AI; it’s that it can be an aid to learning instead of doing all the work for someone. It’s situations like those that I think of when reading or hearing about cognitive decline due to constant use of AI. Dinsmore and Fryer write in their article, “By either ignoring the building blocks of learning or ignoring the needs of the learner, use of genAI has the potential to reverse years of educational improvement regarding the role of these basic building blocks in overall development.” (Page 4) If AI is going to be used in the classroom, it should be used to expand, refine, or explore a topic further in the benefit of the student’s original work. At least that way, education is still happening.