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395 points pseudolus | 1 comments | | HN request time: 0.4s | source
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moojacob ◴[] No.43634527[source]
How can I, as a student, avoid hindering my learning with language models?

I use Claude, a lot. I’ll upload the slides and ask questions. I’ve talked to Claude for hours trying to break down a problem. I think I’m learning more. But what I think might not be what’s happening.

In one of my machine learning classes, cheating is a huge issue. People are using LMs to answer multiple choice questions on quizzes that are on the computer. The professors somehow found out students would close their laptops without submitting, go out into the hallway, and use a LM on their phone to answer the questions. I’ve been doing worse in the class and chalked it up to it being grad level, but now I think it’s the cheating.

I would never do cheat like that, but when I’m stuck and use Claude for a hint on the HW am I loosing neurons? The other day I used Claude to check my work on a graded HW question (breaking down a binary packet) and it caught an error. I did it on my own before and developed some intuition but would I have learned more if I submitted that and felt the pain of losing points?

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1. quantumHazer ◴[] No.43635237[source]
As a student, I use LLMs as little as possible and try to rely on books whenever possible. I sometimes ask LLMs questions about things that don't click, and I fact-check their responses. For coding, I'm doing the same. I'm just raw dogging the code like a caveman because I have no corporate deadlines, and I can code whatever I want. Sometimes I get stuck on something and ask an LLM for help, always using the web interface rather than IDEs like Cursor or Windsurf. Occasionally, I let the LLMs write some boilerplate for boring things, but it's really rare and I tend not to use them too much. This isn't due to Luddism but because I want to learn, and I don't want slop in my way.