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title: Is Using ChatGPT to Write Your Essay Bad for Your Brain?
description: Researchers at MIT’s Media Lab set out to determine whether ChatGPT and large language models (LLM) are eroding critical thinking.
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og:description: Researchers at MIT’s Media Lab set out to determine if ChatGPT and large language models are eroding critical thinking.
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# Is Using ChatGPT to Write Your Essay Bad for Your Brain? New MIT Study Explained.

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<!-- video src="https://cdn.jwplayer.com/manifests/LtQEyDr0.m3u8" -->
## Video: Is Using ChatGPT to Write Your Essay Bad for Your Brain? New MIT Study Explained.

[Watch (HLS stream): Is Using ChatGPT to Write Your Essay Bad for Your Brain? New MIT Study Explained.](https://cdn.jwplayer.com/manifests/LtQEyDr0.m3u8) (8:21)

![Is Using ChatGPT to Write Your Essay Bad for Your Brain? New MIT Study Explained.](https://cdn.jwplayer.com/v2/media/LtQEyDr0/poster.jpg?width=720)

_Published 2025-06-25. Does ChatGPT harm critical thinking abilities? A new study from researchers at MIT’s Media Lab has returned some concerning results. The study divided 54 subjects—18 to 39 year-olds from the Boston area—into three groups, and asked them to write several SAT essays using OpenAI’s ChatGPT, Google’s search engine, and nothing at all, respectively. Researchers used an EEG to record the writers’ brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and “consistently underperformed at neural, linguistic, and behavioral levels.” Over the course of several months, ChatGPT users got lazier with each subsequent essay, often resorting to copy-and-paste by the end of the study._


by 

[TIME Video](https://time.com/author/time-video/)


## TIME Video


Jun 27, 2025 6:35 PM UTC

Does ChatGPT harm critical thinking abilities? A new study from researchers at MIT’s Media Lab has returned some concerning results. The study divided 54 subjects—18 to 39 year-olds from the Boston area—into three groups, and asked them to write several SAT essays using OpenAI’s ChatGPT, Google’s search engine, and nothing at all, respectively. Researchers used an EEG to record the writers’ brain activity across 32 regions, and found that of the three groups, ChatGPT users had the lowest brain engagement and “consistently underperformed at neural, linguistic, and behavioral levels.” Over the course of several months, ChatGPT users got lazier with each subsequent essay, often resorting to copy-and-paste by the end of the study. 

by 

[TIME Video](https://time.com/author/time-video/)


## TIME Video


Jun 27, 2025 6:35 PM UTC

TIME reporter Andrew Chow discussed the findings of a new study about how ChatGPT affects critical thinking with Nataliya Kosymyna. Kosymyna was part of a team of researchers at MIT’s Media Lab who set out to determine whether ChatGPT and large language models (LLMs) are eroding critical thinking, and the study returned some concerning results. The study divided 54 subjects into three groups, and asked them to write several essays using OpenAI’s ChatGPT, Google’s search engine, and nothing at all, respectively. Researchers used an EEG to record the writers’ brain activity. What they found was that of the three groups, the ChatGPT users had the lowest brain engagement and consistently underperformed at neural, linguistic and behavioral levels. Over the course of several months, the ChatGPT users got lazier with each subsequent essay, often resorting to copy and paste.


## Transcript

[00:00] I recently wrote a story entitled ChatGPT may be Eroding Critical Thinking Skills.
[00:06] According to a new MIT study.
[00:08] Natalia, you are the main author of this study.
[00:10] Thank you so much for joining me to talk about your research.
[00:13] So let me ask sort of
[00:15] the the biggest question that a lot of that is on a lot of people's minds was,
[00:19] does your study provide evidence that ChatGPT is making us dumber?
[00:25] No, no no no.
[00:26] I'm so, so happy you asked and you can see my excitement.
[00:30] I guess we have like a huge FAQ on the website right now.
[00:34] The words like dumb brain rot.
[00:37] So all of those words are pure clickbait because we in our,
[00:42] in our study, never use this vocabulary and we do not show this.
[00:47] I actually cannot show this with even this setup.
[00:49] It's just impossible.
[00:51] What we have shown is specifically what happens in neural connectivity as outputs,
[00:57] scoring, you know, interviews.
[00:59] We put it all into perspective and there
[01:02] are definitely a lot of interesting things happening.
[01:04] Can you briefly describe the study?
[01:06] We invited 54 participants who were all students from Greater Boston University,
[01:13] and we invited them to come in person to the lab,
[01:16] and we asked them to do one very specific task,
[01:21] which is essay writing,
[01:23] and we divided them in three groups.
[01:25] So first group was tasked to only use ChatGPT,
[01:30] so they couldn't use anything else,
[01:32] just ChatGPT to write their essay.
[01:34] Second, a search engine without AI functionality.
[01:39] So basically you can do like a classic search engine.
[01:44] And then the third one we call it,
[01:46] uh, you know, two,
[01:48] three free tools, uh,
[01:50] you know, which is no tools.
[01:52] And we also call it in the paper brain only because of that.
[01:55] So you only could have used your brain to write your essay.
[01:58] The research began with three essay writing sessions
[02:01] where students were able to pick writing prompts they were interested in.
[02:05] So what we have observed during the first recessions is that
[02:09] the essays were pretty homogenous for their LM group.
[02:14] So basically what it means in layman terms is they were very similar, right?
[02:20] Wording that was used, for example,
[02:22] a lot of specific words that were used like names and persons, different entities.
[02:28] So they were we could have definitely, you know, observed this.
[02:31] The researchers studied neural activity using
[02:34] a non-invasive brain imaging technique called EEG.
[02:37] And then, of course, when we looked at neural connectivity,
[02:41] we also saw that, you know,
[02:43] there is actually a change when you use tools
[02:47] like search engine or LM versus when you don't use any tools at all,
[02:51] which is in itself actually should not be very surprising.
[02:54] Right. And a lot of studies before us actually explored this phenomena even earlier,
[02:59] not with LMS, but with the tools we already had like GPS or Google,
[03:04] etc.. so what we saw is that there is definitely some scaling
[03:07] down happening when you are moving from node tools,
[03:11] meaning like you are only using your brain up to all the way to the LM,
[03:15] so you know you have pretty high neural connectivity happening,
[03:20] brain only intermediate for search and then definitely lower for the LM.
[03:25] After the third session,
[03:27] researchers reinvited participants back for a fourth time.
[03:30] About a third of the original 54 participated,
[03:33] so it was a smaller sample size,
[03:35] but the students were reassigned to different groups.
[03:38] For instance, the students that wrote with their brain only were given ChatGPT,
[03:44] and the students that had used ChatGPT were now not allowed to use it.
[03:48] And additionally, we actually let
[03:50] the subjects pick up from the essays that were not new to them,
[03:54] but actually the essays they had already written about.
[03:57] So something you have already written from those previous recessions.
[04:01] So that was an experiment.
[04:03] The results of this switch showed something
[04:05] surprising the people who had been in the brain.
[04:07] Only sessions for the first three essays performed even higher with ChatGPT.
[04:12] So we actually, in the end,
[04:14] being again, very careful with any speculations,
[04:17] do say that timing of introduction might be
[04:21] extremely interesting and potentially important to explore in any future studies.
[04:26] Can you tell me a little bit about that and why that might be
[04:29] actually potentially optimistic for LLM usage?
[04:33] What happens? And it might be actually sounding also very natural for everyone.
[04:38] You used your brain to execute on the task
[04:42] once two times three times and the fourth time.
[04:46] Right. You now have additional tools to use on that very same task.
[04:52] So basically, hey, now that you have the tool,
[04:56] you have potentially more opportunities to ask the right questions because guess what?
[05:03] You spend your time thinking about it without a tool.
[05:07] all. I honestly feel like that in
[05:10] our society we are losing a bit this, you know, opportunity.
[05:15] Like think before you speak or think before you repost or think before you post.
[05:21] Right. So that might be just about it.
[05:23] Hey, uh, do it yourself first.
[05:27] Right? And then use the tool.
[05:28] And the tool can potentially maybe augment your output,
[05:35] your product, your use case,
[05:37] whatever you are going for. Right.
[05:39] Does your study show evidence that ChatGPT may erode critical thinking?
[05:45] It doesn't show this directly, right?
[05:49] We don't we really do not want to claim
[05:52] strong critical thinking is gone here because again,
[05:57] limitations of the study.
[05:58] It's a preprint.
[05:59] And where we have very few participants in a rather specific task,
[06:07] you know, essay writing, it's literally in the title.
[06:09] However, what I do want to mention, right,
[06:11] that we of course looked what other researchers before us, right?
[06:16] You know, reported on we needed to put it in some perspective and connect some dots.
[06:21] Right. And again, this is what we found with our study.
[06:25] But again, there are other papers that talks that in
[06:29] some use cases it might actually support some of that.
[06:32] Like even in our case we say hey timing might be important.
[06:37] Might be important.
[06:39] Right. It is really,
[06:40] you know, to be seen and to be tested.
[06:43] More data is needed.
[06:45] Yeah. So given the limitations of your study,
[06:47] why did you feel it was so important to put put it out before,
[06:51] you know, a preprint.
[06:53] With this unprecedented speed of release of
[06:57] these tools in all aspects of our lives education,
[07:01] workspace, etc., in 4 to 12 months, right?
[07:06] Where reviews usually take place,
[07:08] some actually can take up to two years.
[07:10] It might be just late.
[07:12] We will end up with some,
[07:13] you know, GPT kindergarten,
[07:14] some other things without proper data.
[07:17] So why do we need to move very fast and break things
[07:22] so fast in our own backyard when we let's just actually explore this, right.
[07:27] Let's have more data and,
[07:29] you know, super secret.
[07:31] It doesn't even need to be brain data, right?
[07:33] Let's just test it.
[07:35] Hey, with without, does it make a difference? Does it make a change?
[07:39] And more importantly, include all all opinions that would matter in this case teachers,
[07:46] you know, educators, caretakers, right?
[07:49] Uh, if you are talking about children,
[07:52] where I think it would be so,
[07:53] so critical because we all know those brains are developing.
[07:58] So why do we need to rush these deployments?
[08:02] Right. Let's maybe pause evaluate.
[08:06] And there might be excellent use cases.
[08:09] This technology is not going anywhere.

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