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Self-report surveys show little change, while small-scale behavioral studies report widespread AI use without the scale or duration to measure learning consequences. We address both questions using a ten-year panel of $3.2$ million ALEKS learning interactions for investigating time-on-task, complemented by ALEKS PPL placement-assessment data for examining proctoring and learning outcomes, with a quasi-experimental design exploiting variation in tasks that are more susceptible to AI (text-based word problems) and less susceptible to AI (interactive graph-based problems). Learning time on AI-susceptible problems declines $2.8\\%$ per quarter among college students after ChatGPT's release, cumulating to $26.9\\%$ over eleven quarters; high-schoolers show $31.3\\%$, middle-schoolers $9.0\\%","title":"Faster Completion, Less Learning: Generative AI Reduced Study Time on Math Problems and the Knowledge They Build","url":"https://arxiv.org/abs/2605.21629","vendor":"arxiv_cs_ai"},"summary":"arXiv:2605.21629v2 Announce Type: replace-cross \nAbstract: How much have students' ordinary learning processes shifted in response to generative AI, and how does that affect their durable learning outcomes? Self-report surveys show little change, while small-scale behavioral studies report widespread AI use without the scale or duration to measure learning consequences. We address both questions using a ten-year panel of $3.2$ million ALEKS learning interactions for investigating time-on-task, complemented by ALEKS PPL placement-assessment data for examining proctoring and learning outcomes, with a quasi-experimental design exploiting variation in tasks that are more susceptible to AI (text-based word problems) and less susceptible to AI (interactive graph-based problems). 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