We study whether access to off-the-shelf generative AI changes how much students learn in a timed assignment. In a proctored, in-person randomized experiment, undergraduates study an unfamiliar topic and write an essay with or without AI, then complete unaided assessments immediately and one week later. AI access raises test scores, and a smaller gain persists a week later. Gains remain for students who use AI as a tutor ("augmentation") and fade for students who have AI write for them ("automation"). We document two mechanisms: students shift time from writing toward reading and searching for information, and report greater learning enjoyment.

翻译：暂无翻译