by Wonsuh Song
[Tokyo-Japan] Students in the Social Studies Program of the Teacher Education Department at Shumei University recently used the AI tool “Gamma” for their presentations, discovering both the benefits and limitations of relying on AI in the learning process. This experience highlighted the potential of AI tools to enhance education while also exposing the risks of over-dependence.
Students appreciated how Gamma improved efficiency in preparing presentation materials. “It was so much easier because the images and layout were automatically set, and I didn’t have to build everything from scratch. I just made a few tweaks to the text, and the slides were done,” said F. Another student, S, emphasized the usefulness of AI as a starting point: “Using the information provided by Gamma allowed me to conduct further research, which helped me understand the content more deeply.”
However, the experience also revealed the risks of relying too heavily on AI. F reflected, “I regret that I didn’t explore the topic thoroughly enough because I relied too much on Gamma’s output.” Similarly, K pointed out, “Some information generated by Gamma couldn’t be verified from other sources, and it was unclear where it came from. This made me realize the importance of checking the accuracy of AI-generated content.”
Many students recognized the importance of supplementing AI-generated information with their own research and insights. “By using Gamma’s basic information as a foundation and researching unfamiliar terms and concepts myself, I was able to deepen my understanding,” said S. T added, “AI can greatly reduce the workload, but it’s essential not to depend on it entirely. Reviewing, editing, and refining the content myself helped me learn more effectively.”
This experience with Gamma provided students with firsthand insight into both the advantages and limitations of AI in education. While AI tools offer valuable support in learning, the students learned that critical thinking and independent research remain essential. As one student remarked, “The information provided by AI is only the beginning—how we use and build on it is what makes it meaningful learning.”
Looking ahead, I aim to continue integrating AI tools like Gamma into the classroom, while also fostering a learning environment where students remain active participants in their own education. The takeaway from this experience is clear: while AI tools can enhance efficiency, the true power of learning lies in students’ ability to engage critically and independently with the material. The balance between leveraging AI and nurturing personal growth will be crucial in shaping the future of education.
Wonsuh Song, Ph.D.
Full-time lecturer, Shumei University, Faculty of Teacher Education
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