The Human Side of Learning with AI

What kinds of learning experiences become more important when students can generate explanations, summaries, and examples in seconds? 

AI can make learning feel efficient, but efficiency is not the same as understanding. When students work mostly through prompts and generated responses, they may miss the nuance and energy that comes from learning with other people. For me, the solution lies in creating intentional space for analog interaction, where students can explain ideas to one another, respond in real time, and show how their thinking changes. 

What Counts as Analog Interaction?

'Analog' doesn't mean banning devices; it means prioritizing human connection. Whether it’s a quick in-class discussion, a shared sketch, or an audio response, these small, intentional actions create space for students to interact directly. AI can help students prepare, but learning is deepened when students engage with one another (Chi & Wylie, 2014).

Simple Ways to Start

Although incorporating these interactions into existing activities might seem difficult, you don’t have to start with a major assignment. They can be small, low-stakes moments built into work you already ask students to do. A two-minute turn-and-talk, a one-slide audio critique, or a peer question in a breakout room can create space for students to check their understanding with a partner before moving on.

Below are four simple steps to integrate analog interactions into any learning experience. 

From AI to Social Engagement Diagram (Created using Google Gemini)

Step 1: Prepare with AI. Ask students to use an AI tool to explore a concept, test an example, or surface a counterargument. They should leave the tool with three notes: a key idea, a piece of supporting evidence, and one unresolved question.

Step 2: Explain from Understanding. Students close or set aside the AI response and explain the idea to a peer in their own words. 

In-person, this looks like making eye contact, standing up, or participating in active learning, such as a gallery walk.

For online or hybrid courses, the same can happen in a live breakout room or through recording a short audio or video explanation (for example, using VoiceThread) in which they annotate (NYU Log-in required) on a slide or walk through a problem. 

Step 3: Question and Discussion. The listening partner(s) ask one clarification question and offer one counterexample, alternative interpretation, or missing consideration.

Step 4: Revise and Reflect. Students revise their explanation and submit a short note describing how their perspective changed after the conversation.

Within this process, human interaction creates useful friction. While AI can offer valuable support, the process of struggling with complex ideas, wrestling with concepts rather than simply generating answers, remains the heart of learning and cannot be replaced. To truly deepen understanding, students must explain ideas without relying on AI-generated text, answer unexpected questions, and decide whether another person’s perspective shifts their own. These moments not only preserve this essential intellectual work but also give faculty a clearer view of student reasoning, helping students practice the critical thinking their professional work will require.

Want to learn more about using analog interaction? Contact the Learning and Teaching Nexus.

References

Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243.

Institute for Humane Education. (2026, April 28). Human connection in the age of AI. https://humaneeducation.org/human-connection-in-the-age-of-ai/ 

Sriram, R. (2020, April 13). The neuroscience behind productive struggle. Edutopia. https://www.edutopia.org/article/neuroscience-behind-productive-struggle/