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Is AI helping kids learn or making them lazy? · Anele and the Club on 947

• 0:00
  Speaker 1: Wake up with a bang.
• 0:04
  Speaker 2: And the club on nine four seven Right now, I.
• 0:08
  Speaker 3: Haven't reached these levels yet. Well, it's been quite pedestrian
• 0:13
  Speaker 3: in our household with the amount of AI that our
• 0:17
  Speaker 3: kids are using to do their schoolwork, their essays, their
• 0:21
  Speaker 3: projects and all of that.
• 0:22
  Speaker 1: Does your son use a lot of AI?
• 0:24
  Speaker 3: So what he will do, he'll study and study and
• 0:27
  Speaker 3: study and study, right, and then he'll take pictures of.
• 0:30
  Speaker 2: All his study work.
• 0:32
  Speaker 1: And then you'll ask this, and.
• 0:33
  Speaker 3: Then you'll ask it please do Q cards for me,
• 0:36
  Speaker 3: and then it'll put out Q cards and then at
• 0:38
  Speaker 3: the end of that we'll then say, okay, then please
• 0:40
  Speaker 3: do a mark exam because they come with mark exams
• 0:43
  Speaker 3: anyway from school. But because if you've done your mark
• 0:45
  Speaker 3: exam three times, you pretty much know it, so we'll
• 0:48
  Speaker 3: ask it, please, can you give us like another three
• 0:51
  Speaker 3: variations of an exam for a grade five student that
• 0:54
  Speaker 3: is doing natural sciences?
• 0:56
  Speaker 2: Right, So that's where we are.
• 0:58
  Speaker 3: But I hear that kids are knee deep in it
• 1:02
  Speaker 3: and it's a nice tool to have recently.
• 1:04
  Speaker 4: So there's pros and cons to AI. I mean, AI
• 1:07
  Speaker 4: can really like, it can explain something difficult even as
• 1:10
  Speaker 4: as adults. You like get something that's really worthy, like
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  Speaker 4: can you just explain this to me in layman's terms?
• 1:15
  Speaker 4: So kids can use it like that if they're not
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  Speaker 4: understanding maybe like if a child's struggling, and it can
• 1:21
  Speaker 4: explain it to them in a different way exactly what
• 1:23
  Speaker 4: you say. It can help you with studying, with revision,
• 1:25
  Speaker 4: with doing all of that. Where AI becomes a problem
• 1:29
  Speaker 4: is when it stops your brain from thinking. Where does
• 1:32
  Speaker 4: the thinking for you? So then kids start to become
• 1:35
  Speaker 4: dependent on AI for every question, for every little bit
• 1:38
  Speaker 4: of homework. So there are I mean teachers, everybody's going AI.
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  Speaker 2: AI AI.
• 1:43
  Speaker 4: You hear it everywhere, So there are teachers who are going, okay,
• 1:45
  Speaker 4: you have to use AI for this project or what
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  Speaker 4: did AI tell you?
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  Speaker 2: Or in your speech? You know, use r asked AI.
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  Speaker 4: But when it starts to replace your actual critical thinking
• 1:57
  Speaker 4: and so then you no longer sit down and you
• 1:59
  Speaker 4: write beautiful speech yourself, You've put it into AI and
• 2:02
  Speaker 4: AI writes it for you, then your brain starts to
• 2:04
  Speaker 4: become dumber because you're not using your brain.
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  Speaker 3: Because I think the the most lucrative use of AI
• 2:11
  Speaker 3: is when you put in all your thoughts into a
• 2:14
  Speaker 3: so you and AI walk together. You're not making AI
• 2:16
  Speaker 3: do all the heavy lifting, right, You're putting in all
• 2:19
  Speaker 3: your thoughts in it, and then it kind of just
• 2:21
  Speaker 3: you know, puts it together for you and gives it
• 2:23
  Speaker 3: to you like, Okay, this is how we should do
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  Speaker 3: this thing.
• 2:25
  Speaker 2: But it's your thoughts, it's your knowledge.
• 2:28
  Speaker 1: Yeah. The thing is that part of learning is struggling
• 2:32
  Speaker 1: with the answer. Right, Oh wow, Franky.
• 2:35
  Speaker 2: Ooh, clocket, it is slugger.
• 2:39
  Speaker 1: Yeah, I didn't think I was gonna back up to
• 2:41
  Speaker 1: be but but this is the this is the thing
• 2:44
  Speaker 1: about learning. So the fact that you have to struggle
• 2:47
  Speaker 1: and figure it out and the time you waste them
• 2:49
  Speaker 1: and you use wasting quoted waste. That's actually the part
• 2:53
  Speaker 1: of the learning that you need for your brain to develop, right,
• 2:56
  Speaker 1: so how you figure out the logic. And I think
• 2:58
  Speaker 1: that's where it's a very dangerous thing that's happening, because
• 3:02
  Speaker 1: I know for myself, if I look back at school,
• 3:04
  Speaker 1: there were problems that I really couldn't figure out, and
• 3:07
  Speaker 1: then you had to go find someone to help you,
• 3:09
  Speaker 1: and then they'd help you, but that or they couldn't
• 3:11
  Speaker 1: help you, and then you'd have to go You know
• 3:12
  Speaker 1: what I'm saying it's part of the process of running
• 3:14
  Speaker 1: around trying to find the answer. That is the learning.
• 3:18
  Speaker 5: To Franky's point, I think when it comes to children,
• 3:21
  Speaker 5: I still don't understand what the rush is to rush
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  Speaker 5: through them completing tasks, understanding concepts. What's wrong which is
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  Speaker 5: learning at the pace of a seven the pace of
• 3:32
  Speaker 5: a fourteen, like figuring it out and failing? Because failing,
• 3:37
  Speaker 5: what is the rush at eight years old?
• 3:39
  Speaker 4: So this is one of the key things that I
• 3:41
  Speaker 4: highlighted my talk because you think it's not important at
• 3:43
  Speaker 4: the moment that your kids, Oh, it's so cute they
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  Speaker 4: use AI and AI. But what AI do is doing
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  Speaker 4: is replacing their fluid intelligence, and you need fluid intelligence
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  Speaker 4: to problem solve. That's the thing that helps you solve
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  Speaker 4: a problem like a puzzle, having not already seen it. Okay,
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  Speaker 4: so that's not really important now. It is because when
• 4:00
  Speaker 4: your child is twenty five and goes into the workplace
• 4:02
  Speaker 4: and their boss asks them to think on the spot
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  Speaker 4: and asks them to answer a question, they can't, They
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  Speaker 4: get anxiety, they get stressed, and then it stops them
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  Speaker 4: from doing that, and then suddenly you've got a kid
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  Speaker 4: who feels overwhelmed in the workplace. But to your question,
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  Speaker 4: it does help in terms of studying. It does do
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  Speaker 4: fantastic que cards, it can explain very well. It's when
• 4:20
  Speaker 4: it starts to become their everything and they can't do
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  Speaker 4: anything without a asking AI, that's when it's the problem.
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  Speaker 3: In your opinion on all one one eighty eight thirty
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  Speaker 3: eight nine four seven send us a voice not as
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  Speaker 3: well zero eighty four double zero double zero.
• 4:34
  Speaker 2: Nine four seven.
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  Speaker 3: Is AI helping kids or is it making them lazy?
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  Speaker 3: And how are you utilizing AI in your household?
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  Speaker 2: When it comes to.
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  Speaker 3: Your kids, you know their studies, their exams, their homework,
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  Speaker 3: their assignments, their essays.
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  Speaker 2: Are there specific subjects where you don't allow them.
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  Speaker 3: To use AI, like creative writing, English literature, You're like,
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  Speaker 3: a ah, they read it yourself, get to know the story, solf.
• 5:00
  Speaker 3: Whereas when it's other things like geography, natural science, social sciences,
• 5:04
  Speaker 3: you're like, well we use it there and there.
• 5:06
  Speaker 1: Yeah. And have you ever you run into issues at
• 5:08
  Speaker 1: school like as the teacher said, this is not allowed,
• 5:10
  Speaker 1: that's allowed. You know, how is the AI working with
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  Speaker 1: your kids? How are you guys using it? And what
• 5:16
  Speaker 1: the issues are?
• 5:17
  Speaker 6: So the only time my seven year old, and as
• 5:20
  Speaker 6: AI is when he asks the difficult questions, like the
• 5:24
  Speaker 6: other day he asked if flies have muscles?
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  Speaker 1: Amount of technology that the kids have got nowadays.
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  Speaker 7: I mean when I was in school, the only AI
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  Speaker 7: that I had was a calculator.
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  Speaker 4: My son says, when he does a project at school,
• 5:39
  Speaker 4: or a presentation or a power point presentation, he puts
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  Speaker 4: it into AI.
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  Speaker 8: But he's originally done the presentation.
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  Speaker 1: He puts it into AI.
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  Speaker 9: And so what can I prove on?
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  Speaker 10: What can I add to this presentation to make it amazing?
• 5:55
  Speaker 3: Okay, well, there's a very big thing here that we
• 5:59
  Speaker 3: need to talk to you about. The Cindia said it
• 6:00
  Speaker 3: about ten times in the last two weeks and Frankie
• 6:03
  Speaker 3: is that you shouldn't use AI as a search engine.
• 6:06
  Speaker 1: No, you must be careful to use It's not Google. Yeah,
• 6:09
  Speaker 1: it's be careful about that, right, because it doesn't always
• 6:12
  Speaker 1: have the access to a lot of the new information
• 6:15
  Speaker 1: or news information.
• 6:16
  Speaker 3: And you'll find that when it comes back and it's
• 6:18
  Speaker 3: wrong and you flag no, man, that fact is wrong,
• 6:20
  Speaker 3: it says, oh, wow, you're right.
• 6:22
  Speaker 2: Yeah, now imagine it.
• 6:23
  Speaker 1: Sorry, I didn't consider that. You're like, hang on, it's a.
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  Speaker 2: Fact, there's nothing to consider.
• 6:27
  Speaker 3: It's there right, right, So this is why you have
• 6:29
  Speaker 3: to be so careful and so clever about how you're
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  Speaker 3: using AI. And the one guy who said the only
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  Speaker 3: AI he had as a kid was a calculator, My friend,
• 6:38
  Speaker 3: did you not have encyclopedias at your house?
• 6:41
  Speaker 7: No?
• 6:41
  Speaker 1: That? But and I want to flag two things in
• 6:43
  Speaker 1: those voice notes quickly right before we talk about this.
• 6:46
  Speaker 1: The momo says, she asked about the do flies have muscles? Right?
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  Speaker 1: And then what you do is you go and you
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  Speaker 1: quickly google or you put into AI do flies have muscles?
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  Speaker 1: And it gives you an answer. But that's what I
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  Speaker 1: was talking about earlier, the process of child finding the answer.
• 7:01
  Speaker 1: So maybe where are we going to go? Look like,
• 7:04
  Speaker 1: how do we how do we find?
• 7:05
  Speaker 5: You know?
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  Speaker 1: Who can we ask? How do we look at where
• 7:07
  Speaker 1: this comes from? Right? That's the thing. And the second
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  Speaker 1: thing is that the kid puts the presentation in and says,
• 7:12
  Speaker 1: how can I improve this? Right? That's also part of
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  Speaker 1: the learning. What in my mind, the process is you've
• 7:19
  Speaker 1: given your presentation, the teacher marks it and she sits
• 7:22
  Speaker 1: with you telling you why the presentation and how you could.
• 7:25
  Speaker 2: Have done it? And improved.
• 7:27
  Speaker 1: I was going to say, this is what you can
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  Speaker 1: do better, but it's not always right and always right.
• 7:32
  Speaker 3: What's one with not getting one hundred percent exactly? What's
• 7:34
  Speaker 3: one with not getting one hundred percent exactly?
• 7:36
  Speaker 7: Kim?
• 7:36
  Speaker 3: You in Pretoria is good morning, welcome to an alien.
• 7:39
  Speaker 11: The club morning and Elien in the club? How are
• 7:41
  Speaker 11: you guys?
• 7:42
  Speaker 2: We are great? How are you?
• 7:44
  Speaker 11: I'm good? Things?
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  Speaker 2: Okay?
• 7:45
  Speaker 3: Do you find that AI is helpful or it's making
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  Speaker 3: your kids lazy?
• 7:50
  Speaker 11: Look, I'm actually honest. I've actually heard of a couple.
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  Speaker 11: I knew of a couple who had used AI to
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  Speaker 11: work on legal advice for a yeah, for a situation
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  Speaker 11: with the husband's salary, and it actually ended up being
• 8:07
  Speaker 11: where he was going to take the family to court
• 8:10
  Speaker 11: her family, you know. And it's because he was using Okay,
• 8:15
  Speaker 11: I don't know if I should say it, but he
• 8:16
  Speaker 11: was using AI to build his case. And I find
• 8:21
  Speaker 11: that critical thinking goes right out the window once AI
• 8:24
  Speaker 11: gets involved. Yeah, people don't question what AI said.
• 8:29
  Speaker 3: And also AI is on your side. AI is your bestie, bro.
• 8:31
  Speaker 3: It agrees with everything to say. So if you're like yeah,
• 8:34
  Speaker 3: and then and then hours late, nine days in a role,
• 8:37
  Speaker 3: but you know, and I was like, yes, bestie, you
• 8:39
  Speaker 3: went late.
• 8:40
  Speaker 2: You know what I'm saying. They was just traffic, so
• 8:43
  Speaker 2: very dangerous.
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  Speaker 11: And that's why I don't see it being too helpful
• 8:49
  Speaker 11: unless they're taught how to use it properly. And it's
• 8:52
  Speaker 11: so easy to fall in the trap of letting AI
• 8:55
  Speaker 11: make decisions for you.
• 8:57
  Speaker 2: And did he win the case?
• 9:00
  Speaker 11: Well, I don't know. Look, I don't have I don't know.
• 9:03
  Speaker 11: It was my daughter's friend. I don't know if they
• 9:07
  Speaker 11: went that far, but that's what they were planning on doing.
• 9:09
  Speaker 11: And that's said because it was causing problems in the family.
• 9:13
  Speaker 5: I'm disappointed you you're not nosey enough.
• 9:18
  Speaker 11: No, No, she has no longer got contact with them,
• 9:20
  Speaker 11: so that's how I lost contact. But yeah, I was
• 9:24
  Speaker 11: curious if he was going to even go that far
• 9:26
  Speaker 11: because also I think I gives you a global view
• 9:29
  Speaker 11: of something, so maybe it doesn't work that way in
• 9:32
  Speaker 11: real life. You know, maybe it's worked that worked away
• 9:36
  Speaker 11: according to AI.
• 9:37
  Speaker 1: Well that's the thing. I think a lot of people
• 9:39
  Speaker 1: in professional businesses will tell you that. I mean, like,
• 9:42
  Speaker 1: let's say, lawyers for example, will tell you, yes, the
• 9:44
  Speaker 1: AI is going to give you a whole bunch of
• 9:46
  Speaker 1: things that it thinks that you would like to know
• 9:49
  Speaker 1: about what you're asking, but doesn't have the context of
• 9:51
  Speaker 1: all of the other stuff. Right, So a lawyer will
• 9:54
  Speaker 1: look at something and go right, yes, so you could
• 9:57
  Speaker 1: do what what what? But remember on the other side this.
• 10:00
  Speaker 2: There was this, and in that case there was that.
• 10:02
  Speaker 1: You get what I'm saying.
• 10:03
  Speaker 11: So African legal system is different to what.
• 10:05
  Speaker 1: AI is exactly exactly. Kim, Kim, do you have a car.
• 10:10
  Speaker 11: I'm currently sitting in my car.
• 10:13
  Speaker 3: Well, then, Kim, guess what we are about to give
• 10:15
  Speaker 3: you a full tank of fuel. Okay, oh fantastic, thank
• 10:19
  Speaker 3: you so much, thanks to my Way Insurance.
• 10:22
  Speaker 2: Tweat yourself. Girl, get into that petrol station and say,
• 10:26
  Speaker 2: filler up. It's been a while.
• 10:28
  Speaker 11: I appreciate it.
• 10:29
  Speaker 3: Congratulations. Can remember for the next three hours with an
• 10:32
  Speaker 3: l in the club, every single person we speak to
• 10:34
  Speaker 3: on the radio, you call it for anything and we
• 10:37
  Speaker 3: chat to you. My Way Insurance is going to throw
• 10:40
  Speaker 3: you a full tank of petrol. That full full and
• 10:43
  Speaker 3: let's be honest, it's been a while any of us
• 10:45
  Speaker 3: use those words, Hey, at a petrol station.
• 10:47
  Speaker 5: Filler up and at the point they're shaking my car.
• 10:51
  Speaker 1: Quantum I I is not small.
• 10:55
  Speaker 8: The problem comes anyway, Cindy said, fluid intelligence.
• 10:59
  Speaker 2: I call it research.
• 11:00
  Speaker 8: Kids don't have the ability to do research to find
• 11:03
  Speaker 8: the answer anymore, and because of that, they will never
• 11:06
  Speaker 8: find the answer. So they simply rely on the artificial intelligence.
• 11:11
  Speaker 8: And this is why it's termed artificial intelligence, because it's
• 11:15
  Speaker 8: not intelligence.
• 11:16
  Speaker 11: We use A in a not a lot, mainly to
• 11:22
  Speaker 11: help explain maths.
• 11:24
  Speaker 7: I'm a teacher. We have a big problem with the
• 11:27
  Speaker 7: kids using AI because they're writing essays. The AI is
• 11:32
  Speaker 7: actually writing the SSA for them. And then when they're
• 11:35
  Speaker 7: coming exam and they don't have access to technology and stuff,
• 11:39
  Speaker 7: the let's call it vocabulary of the learners are very shocking.
• 11:46
  Speaker 2: Really, you are in Fouries.
• 11:47
  Speaker 10: Good morning, my guy, Good morning morning.
• 11:50
  Speaker 11: How are you?
• 11:50
  Speaker 2: We're fantastic? How are you really?
• 11:52
  Speaker 1: Great?
• 11:53
  Speaker 11: Great?
• 11:53
  Speaker 10: I am for AI completely. Plan is really thriving on AI.
• 11:59
  Speaker 10: So we just completed his own levels. Such a purpoject
• 12:03
  Speaker 10: called the Udara Project where they set up a digital
• 12:07
  Speaker 10: learning platform to help digital literacy across the continent, and
• 12:11
  Speaker 10: they had the first event last month with eleven thousand
• 12:16
  Speaker 10: something odd attendees this are youth across the continent, and
• 12:20
  Speaker 10: so many companies are now coming to them saying, you know,
• 12:23
  Speaker 10: we want access to these guys so that we can
• 12:25
  Speaker 10: introduce them to digital and AI literacy. He's traveling to
• 12:29
  Speaker 10: Nigeria next month, fully paid for first class, you know.
• 12:33
  Speaker 10: I mean, it has changed his life completely. In the
• 12:35
  Speaker 10: next month or so, he'll be earning a lot more
• 12:37
  Speaker 10: than I am. I know that for a part, so
• 12:40
  Speaker 10: and my daughter also uses it. I mean we wed
• 12:44
  Speaker 10: the cards as well, kind of doing our own levels
• 12:47
  Speaker 10: for high exams. We created multiple multiple exams for how
• 12:52
  Speaker 10: to study with And I can see the difference. The
• 12:55
  Speaker 10: way they communicate, the both of them, my son and daughter,
• 12:57
  Speaker 10: is completely different from the way they communicated five years ago. Really,
• 13:01
  Speaker 10: so I am so much for it, and.
• 13:04
  Speaker 3: I love this journey for you because I can hear
• 13:06
  Speaker 3: that your kids were encouraged to go and learn and
• 13:11
  Speaker 3: read and inquire knowledge long before AI came along.
• 13:16
  Speaker 10: Exactly. Yeah, for me, taking them to good schools is
• 13:20
  Speaker 10: very important, but I can see that totally change their lives.
• 13:22
  Speaker 10: And I mean he already has an offer of twenty
• 13:25
  Speaker 10: eight hundred dollars per month and he's only joining university.
• 13:29
  Speaker 10: So I mean I'm like, oh my goodness, yeah he
• 13:31
  Speaker 10: built me a house.
• 13:32
  Speaker 2: But you were the foundation, not AI.
• 13:35
  Speaker 1: Yeah they did earlier what they did earlier, because this
• 13:39
  Speaker 1: is the thing. Your kids are older, right, there's almost
• 13:41
  Speaker 1: finished with school. But that's the problem. If they were
• 13:44
  Speaker 1: seven right now and they had access to the technology,
• 13:47
  Speaker 1: do you think they'd be where they are now?
• 13:50
  Speaker 7: All?
• 13:50
  Speaker 10: Most definitely? I mean I'd encourage them. I mean, who's
• 13:52
  Speaker 10: writing an essay nowadays? What is an essay? What is
• 13:55
  Speaker 10: the essence of the asset? If we take them out
• 13:58
  Speaker 10: to use the AI? I mean, how they do understand
• 14:01
  Speaker 10: how to use there, how to prompt people prompted the keeping,
• 14:04
  Speaker 10: under tell it, to write it?
• 14:06
  Speaker 1: What's how to do it?
• 14:07
  Speaker 10: That's the most support, the thing really from you.
• 14:11
  Speaker 3: You're breaking, and before you break, I want to give
• 14:13
  Speaker 3: you a full tank of petrol before before the line
• 14:17
  Speaker 3: fails us.
• 14:18
  Speaker 2: Are you still there?
• 14:18
  Speaker 1: Really all right?
• 14:21
  Speaker 10: And I know what's happening with the network?
• 14:23
  Speaker 2: No?
• 14:23
  Speaker 1: No, God, back, it'solved.
• 14:27
  Speaker 3: I'm going to give you a full tank of patrol
• 14:29
  Speaker 3: compliments of my Way Insurance.
• 14:31
  Speaker 2: Okay, Oh, I.
• 14:32
  Speaker 10: Thank you so much, so much, to thank you, thank
• 14:35
  Speaker 10: you so right.
• 14:36
  Speaker 3: Not that you need to break your sign earning two thousand.
• 14:38
  Speaker 2: And eight dollars a month.
• 14:42
  Speaker 1: Next month's pet.
• 14:44
  Speaker 3: All right, listen, there's a lady who did her masters
• 14:48
  Speaker 3: and her thesis right on the research, and she did
• 14:51
  Speaker 3: it on AI and whether it is beneficial to kids
• 14:54
  Speaker 3: and all of that.
• 14:55
  Speaker 2: Her name is Samira Cross. Samira.
• 14:57
  Speaker 3: Before you you you go into the questions that we're
• 14:59
  Speaker 3: going to to ask you, please give us exactly what
• 15:02
  Speaker 3: it is that you did research on and what you
• 15:04
  Speaker 3: got your master's for.
• 15:07
  Speaker 9: Hi, thank you so much for having me this morning. Hey, Hi, everyone.
• 15:12
  Speaker 9: So I looked at high school learners' use of AI
• 15:18
  Speaker 9: both within and outside of their schooling. My schools, or
• 15:23
  Speaker 9: the schools involved with my study, were two elite schools.
• 15:25
  Speaker 9: These are what are often called ex model C schools,
• 15:29
  Speaker 9: but they're public, public government schools, but well functioning, you
• 15:35
  Speaker 9: know all of that. And I had a focus group
• 15:41
  Speaker 9: of all focus groups of about fifty learners across grade
• 15:45
  Speaker 9: nine to grade twelve, and they were really great participants
• 15:50
  Speaker 9: and they've given some really good insights on how they're
• 15:54
  Speaker 9: thinking about AI, using AI and whether they think that
• 15:59
  Speaker 9: ultimately is beneficial to them.
• 16:01
  Speaker 3: Okay, And in this conversation that we're currently having. Now,
• 16:04
  Speaker 3: do you find that AI is helping kids learn or
• 16:07
  Speaker 3: is it making them lazy?
• 16:08
  Speaker 2: With your expertise, so, I almost.
• 16:14
  Speaker 9: Think it's the wrong question to ask because LM's chattubt,
• 16:19
  Speaker 9: et cetera. They're not learning tools. They're not meant for education.
• 16:25
  Speaker 9: There are absolutely tools developed using AI that incorporate AI
• 16:31
  Speaker 9: that are made for learning. I'm thinking of things like
• 16:35
  Speaker 9: a mirror, green shoots, et cetera, teachable machine, for instance.
• 16:41
  Speaker 9: But llms are not made for education and they're not
• 16:45
  Speaker 9: made for learning, and so I think you can raise
• 16:48
  Speaker 9: we were talking about a lazy generation. You can raise
• 16:52
  Speaker 9: a lazy generation even without AI. But certainly I think
• 16:58
  Speaker 9: there is something to be said about the ease of
• 17:02
  Speaker 9: access to information now and the rate at which AI
• 17:06
  Speaker 9: is being pushed onto learners as a technology. It's free,
• 17:10
  Speaker 9: it's accessible, especially via social media. It's being thrown at them,
• 17:17
  Speaker 9: and I think so to speak on what this being
• 17:21
  Speaker 9: said earlier about letting children learn and what's wrong with
• 17:24
  Speaker 9: they're not getting one hundred percent is unfortunately, and especially
• 17:30
  Speaker 9: with high school learners, the environment in which they are
• 17:34
  Speaker 9: living is extremely competitive, so they're facing pressure from parents,
• 17:39
  Speaker 9: from the family members, to achieve, to get into university,
• 17:45
  Speaker 9: to do well at university, get a good job, et cetera,
• 17:48
  Speaker 9: earn a good income.
• 17:50
  Speaker 1: Mean, and yeah, I want to ask. I think we
• 17:53
  Speaker 1: want to ask what we understand the pressures that they
• 17:56
  Speaker 1: go through at school, and obviously that is where they
• 17:59
  Speaker 1: step to it helping to like AI that could help them.
• 18:02
  Speaker 1: What is the most It's like, is there one thing
• 18:04
  Speaker 1: that all the kids in your focus groups really benefited
• 18:08
  Speaker 1: most from from AI? So, like the one thing that
• 18:11
  Speaker 1: they really you know, that stood out that they were
• 18:14
  Speaker 1: all like, this is the thing that helps us the
• 18:15
  Speaker 1: most about AI.
• 18:17
  Speaker 9: That's what that I think was very interesting about my
• 18:20
  Speaker 9: research was that they're actually not so sure that AI
• 18:24
  Speaker 9: is beneficial to them.
• 18:25
  Speaker 1: Even so they're saying, we're not sure that this is helpful.
• 18:28
  Speaker 9: They're very nervously right, They're worried about their own critical thinking.
• 18:33
  Speaker 9: They're worried about their own creativity and.
• 18:36
  Speaker 1: Okay, that's interesting. So even they are aware. So the
• 18:40
  Speaker 1: kids are aware that I'm asking the thing to do
• 18:43
  Speaker 1: something and should I They're constantly questioning should I be
• 18:46
  Speaker 1: doing it myself? That's the that's the question right.
• 18:48
  Speaker 3: Exactly across as a research assistant and we have to go.
• 18:52
  Speaker 2: I'm sorry whatever, this is actually a great broadcast.
• 18:55
  Speaker 3: Just by the way, you should join us for a
• 18:57
  Speaker 3: niceil in the club extra. But before you go, the
• 19:00
  Speaker 3: rule was when we kicked off the show that everybody
• 19:02
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• 19:04
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• 19:05
  Speaker 2: So we have to do that for you as well.
• 19:06
  Speaker 3: Thanks to my Way Insurance Samira Cross, you are getting.
• 19:09
  Speaker 2: A full tank of petrol.
• 19:12
  Speaker 9: Thank you very much.
• 19:15
  Speaker 2: It's back to making your morning and on nine four
• 19:21
  Speaker 2: seven