Brief

A new paper by Thomas Corbin, Sue Sharpe, and Phillip Dawson argues that wearable AI devices, such as smart glasses, will trigger a second wave of the assessment crisis. Unlike screen-based AI, these devices can act as real-time cognitive assistants without obvious external markers, making it difficult to enforce authenticity in assessments. The authors contend that current methods of identifying and excluding technology are insufficient for these seamlessly integrated, dual-use devices, raising significant ethical and practical challenges for educational institutions. AI

A pilot study of philosophy undergraduates revealed that a significant portion of students use AI tools for reading, primarily due to time constraints and the intellectual difficulty of the texts. While most students expressed positive sentiment towards these tools, recognizing their potential to democratize access to complex material and reduce anxiety, researchers caution against over-reliance. The study suggests that AI can help overcome initial barriers but may impede the development of critical reading skills essential for philosophical education, highlighting the need for a diagnostic approach to student AI use. AI