Teaching for the after-school: how AI helps with learning today

Only weeks remain until exams that determine whether students will advance to the next school grade. The pressure is mounting, and with it, enrollment numbers at tutoring institutes. This summer alone, LernQuadrat recorded around 1,100 intensive course weeks booked. Angela Schmidt, a learning techniques trainer, discusses in a Kurier interview which subjects students need help with most, why tutoring today is less about money than ever before, and what matters regarding the use of artificial intelligence and mobile phones. Schmidt explains that artificial intelligence has a major impact on learning. Children today seek information differently and consult various chatbots. Ultimately, however, they stand alone during exams and must deliver their knowledge themselves. AI can support them in understanding material, summarizing content, and even testing their grasp. It does not, however, replace the need for memorization. She notes that AI significantly influences children’s learning behavior. It can be used effectively to explain or summarize study material. Yet, ultimately, the child must absorb and solidify the content so they can actively reproduce it during exams. Pure comprehension is insufficient for passing tests. Georg Stockinger, new president of the AHS teachers' union, proposes allowing teachers additional opportunities for class assessments. He wants more tests, currently prohibited in certain subjects. Schmidt responds that a survey among students revealed they were subjected to up to three performance checks per week, tests, presentations, etc., requiring immense coordination ability and stress resistance. She believes students are already tested and evaluated in multiple ways in school. It is crucial that they demonstrate their abilities in diverse formats, not just short-term knowledge delivery for tests, but long-term demonstration of skills. The demand for tutoring is particularly high in mathematics, followed by English and German. Other subjects see a more balanced distribution. Schmidt observes no notable differences in tutoring demand between districts in Vienna, such as Ottakring, Hietzing, or Favoriten. Each district sees similar needs from different groups of people. With the pandemic now several years behind, she notes there are no lingering effects on student performance. Instead, the real impacts come from AI and social media. Mobile devices act as a major distraction affecting concentration throughout the day. Problems brought into school in the afternoon stem from constant interaction within various groups. It would be important for both children and adults to learn how to handle smartphones meaningfully, placing them out of sight during study sessions to avoid distractions. Students must engage with complex topics, and concentration is essential for this. Regarding a potential ban on social media, Schmidt suggests that young people who wish to consume social media will continue doing so through other devices. Learning how to manage its usage and understanding how to interact with it responsibly is key.