This paper proposes a framework for placing AI tools in education to foster genuine learning through "productive struggle" instead of creating an "illusion of learning."

In plain terms

Educators are grappling with how to use AI, as it can both help and hinder student learning, creating confusion. This paper argues that the critical factor isn't whether to allow or ban AI, but *how* it's placed within the learning process. The authors introduce a 'six-move' model for learning—Prime, Probe, Point, Attach, Strengthen, and Test—to guide this placement. They found that poorly used AI can lead to an 'illusion of learning,' where students feel confident but struggle on unaided tasks, while well-designed AI tutors can significantly improve outcomes. Their framework suggests securing initial attempts and final assessments without AI, using 'guarded AI' for scaffolding in between, and using the rule: if AI makes a task feel effortless, it's in the wrong place.