Students using GenAI lag behind in problem-solving competence: an agent-based study of classroom networks

Abstract

The development of problem-solving competence (PSC) among high school students is foundational for preparing resilient and adaptive citizens. Generative artificial intelligence (GenAI) can support this process, but it may also encourage students to offload part of the cognitive work that is necessary for deep learning. While the individual effects of GenAI use are increasingly studied, its collective consequences for competence development within classroom environments remain underexplored. In this study, we use an agent-based model to simulate the evolution of PSC in a high school physics classroom, where students complete tasks individually, in collaboration with peers, or with the support of GenAI. By comparing classrooms with and without access to GenAI across different peer-network structures, we show that GenAI use can diminish competence development and increase the share of students remaining in lower competence tiers. These results suggest that the educational impact of GenAI should be assessed not only through individual learning outcomes but also through its effects on collective competence dynamics.