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Helping Students Manage the Incentives that Undermine Responsible AI Use
Thursday, 1 October, 2026
What happens when AI makes it easier to get the right answer, but easier to skip the learning? Experts in education and cognitive psychology explore a challenge deeper than AI itself: the incentives that shape how students use it. When schools reward grades, polished outputs, and task completion over genuine understanding, students have every reason to use AI as a shortcut. The panelists exchange strategies to derail those incentives, preserve “productive friction,” and introduce AI in ways that strengthen rather than replace thinking. The central question: How do we create learning environments where students are motivated to use AI responsibly? Follow on X: @DTWillingham | MrAleoSays | @bamradionetwork @jonHarper70bd Resources The Convenience Trap Students should only use AI for things they already know how to do well Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain’s basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-16 education. He is the author of several books, including the best-selling Why Don’t Students Like School?, and Outsmart Your Brain. His writing on education has appeared in twenty-three languages. In 2017 he was appointed by President Obama to serve as a Member of the National Board for Education Sciences. Dr. Michael Gerlich is an internationally recognised advisor, author and keynote speaker whose work examines how artificial intelligence affects human judgement, leadership, education and society. He is Co-Founder and Chair of The Human Factor Association, which focuses on preserving human agency and capabilities amid rapid technological change. Michael advises organisations, governments and educational institutions on responsible AI implementation, governance and the development of critical thinking in an AI-mediated environment. His research on cognitive offloading and human-AI interaction has received international attention, and his work has featured in media including TIME, the BBC, the Financial Times and The Economist. He is the author of The Convenience Trap, which explores what happens when intelligent technologies increasingly shape how people think, decide and act. Trevor Aleo (EdD) is a high school English teacher and adjunct lecturer at Fairfield University. As a teacher-scholar exploring the convergence of new media and the humanities, he researches how high school youths use digital, critical, and disciplinary literacies to create literary knowledge. In addition to his research, he is passionate about bringing that scholarly work to fellow teachers through his public scholarship and professional learning workshops. Shelby Scoffield is in her 13th year of teaching high school English at Mountain House High School. She has also taught with BYU-Idaho for 15 years. She loves teaching in the age of AI and is excited about the new possibilities that it brings to the world of education.
