#Educationinnovation

AI tools like ChatGPT and Claude are entering Thai classrooms, sparking a global debate about cheating, faculty frustration, and the future value of higher education. Thai educators and policymakers now face urgent questions about how universities can respond, adapt, and innovate in the age of artificial intelligence.

As AI models grow more capable, students increasingly use them not only for tutoring but to generate essays, homework, and even exam responses. Critics warn of a “cheating utopia” where the race between technology and assessment outpaces institutions’ ability to uphold learning standards. In Thailand, more students in international programs and English-language courses show similar adoption, prompting calls for clear guidance and robust assessment practices.

Artificial intelligence is reshaping classrooms around the world, and Thailand is no exception. Tools like ChatGPT are being explored for lesson planning, student engagement, and administrative tasks. A recent international survey by Gallup and the Walton Family Foundation found that six in ten US K-12 teachers use AI regularly, a trend that is accelerating among high school instructors and early-career educators. The findings offer lessons for Thai teachers, students, and policymakers navigating AI’s growing role in education.

A recent neuroimaging study in the journal Brain Sciences has highlighted intriguing differences in brain connectivity between action video gamers and non-gamers, sparking discussions on the cognitive impacts of video gaming. The research found that individuals who engage extensively in action video games, such as First-Person Shooters and Real-Time Strategy games, demonstrate enhanced functional and structural connectivity in the dorsal visual stream of their brains. This discovery provides a compelling look at how such gaming activities may influence brain function, emphasizing heightened functional connectivity between the left superior occipital gyrus and the left superior parietal lobule—areas integral to processing spatial location and movement.

A recent study in Brain Sciences examines how frequent action gaming might shape brain networks. The researchers found that action gamers—such as players of first-person shooters and real-time strategy titles—exhibit stronger connections in the dorsal visual stream, which processes spatial location and movement. They also report improved communication between key regions, including the left superior occipital gyrus and the left superior parietal lobule.

In visual processing, two pathways handle different tasks. The dorsal stream answers “where” something is; the ventral stream answers “what” it is. The study’s lead author, a senior researcher, suggests that intensive spatial and coordination demands in action games could boost connectivity within these pathways.

A new study suggests that letting the mind wander during simple tasks can improve learning, challenging the belief that constant focus is always necessary. Researchers led by Péter Simor at Eötvös Loránd University found that low-effort tasks performed with some daydreaming yielded learning gains comparable to, or greater than, those achieved under full attention. The findings point to the cognitive benefits of wakeful rest, where minds drift in ways similar to sleep.

In a groundbreaking study, researchers have unveiled that letting our minds wander during simple tasks can enhance learning, challenging the long-held belief that focused attention is always necessary for effective learning. Conducted by Péter Simor and colleagues at Eötvös Loránd University, the research, published in JNeurosci, examined the impact of spontaneous mind wandering on low-effort learning tasks. It revealed that participants who allowed their minds to drift performed just as well, if not better, than when they were fully focused, highlighting the cognitive benefits of states akin to daydreaming.