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This paper uses the Thermomix analogy to argue that the core issue in generative AI adoption is not the technology itself, but how its specific modes of use shape learning processes within educational settings. By applying ICAP and SAMR frameworks, the authors provide a conceptual lens for researchers and practitioners to critically guide the integration of these tools without losing meaningful engagement.
With a Thermomix You Lose the Ability to Cook: A Kitchen Machine Analogy for Applications of Generative AI in Education
arXiv:2609.09856v1 Announce Type: cross Abstract: The rapid adoption of generative AI tools such as ChatGPT has sparked intense debate about their risks and opportunities for education, as well as the ways researchers should investigate them. In this paper, we approach these discussions through an analogy with the Thermomix, a smart kitchen appliance that has similarly provoked both enthusiasm and critique. By mapping Thermomix use cases onto examples of learning with generative AI, and situating them within the ICAP and SAMR frameworks, we show how different modes of tool use can either support or undermine meaningful engagement and learning. The Thermomix metaphor underscores that the central question is not whether learners employ AI, but how such use shapes their learning processes. In doing so, we provide a conceptual lens for researchers and practitioners to critically examine - and more effectively guide - the integration of generative AI into educational practice.
Abstract:The rapid adoption of generative AI tools such as ChatGPT has sparked intense debate about their risks and opportunities for education, as well as the ways researchers should investigate them. In this paper, we approach these discussions through an analogy with the Thermomix, a smart kitchen appliance that has similarly provoked both enthusiasm and critique. By mapping Thermomix use cases onto examples of learning with generative AI, and situating them within the ICAP and SAMR frameworks, we show how different modes of tool use can either support or undermine meaningful engagement and learning. The Thermomix metaphor underscores that the central question is not whether learners employ AI, but how such use shapes their learning processes. In doing so, we provide a conceptual lens for researchers and practitioners to critically examine - and more effectively guide - the integration of generative AI into educational practice.
Computers and Society (cs.CY); Artificial Intelligence (cs.AI)
arXiv:2609.09856 [cs.CY]
(or arXiv:2609.09856v1 [cs.CY] for this version)
https://doi.org/10.48550/arXiv.2609.09856 Focus to learn more arXiv-issued DOI via DataCite (pending registration)
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Full text under the publisher's open licence · 242 words
