# "All Roads Lead to ChatGPT": How Generative AI is Eroding Social Interactions and Student Learning Communities

arXiv: https://arxiv.org/abs/2504.09779 · HTML: https://mlsanity.com/paper/2504.09779/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 14 of its 58 references that are in the map.
- First posted on arXiv 14 Apr 2025.

## Builds on (most cited first, 14 of 14)

- [Studying the effect of AI Code Generators on Supporting Novice Learners in Introductory Programming](https://mlsanity.com/paper/2302.07427/) (2023)
- [The Robots are Here: Navigating the Generative AI Revolution in Computing Education](https://mlsanity.com/paper/2310.00658/) (2023)
- [Experiences from Using Code Explanations Generated by Large Language Models in a Web Software Development E-Book](https://mlsanity.com/paper/2211.02265/) (2022)
- [CodeAid: Evaluating a Classroom Deployment of an LLM-based Programming Assistant that Balances Student and Educator Needs](https://mlsanity.com/paper/2401.11314/) (2024)
- [CodeHelp: Using Large Language Models with Guardrails for Scalable Support in Programming Classes](https://mlsanity.com/paper/2308.06921/) (2023)
- [The Widening Gap: The Benefits and Harms of Generative AI for Novice Programmers](https://mlsanity.com/paper/2405.17739/) (2024)
- [Thrilled by Your Progress! Large Language Models (GPT-4) No Longer Struggle to Pass Assessments in Higher Education Programming Courses](https://mlsanity.com/paper/2306.10073/) (2023)
- [The Effects of Generative AI on Computing Students' Help-Seeking Preferences](https://mlsanity.com/paper/2401.02262/) (2024)
- [Desirable Characteristics for AI Teaching Assistants in Programming Education](https://mlsanity.com/paper/2405.14178/) (2024)
- [Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools](https://mlsanity.com/paper/2412.14732/) (2024)
- [Patterns of Student Help-Seeking When Using a Large Language Model-Powered Programming Assistant](https://mlsanity.com/paper/2310.16984/) (2023)
- [Insights from Social Shaping Theory: The Appropriation of Large Language Models in an Undergraduate Programming Course](https://mlsanity.com/paper/2406.06451/) (2024)
- ["Like a Nesting Doll": Analyzing Recursion Analogies Generated by CS Students using Large Language Models](https://mlsanity.com/paper/2403.09409/) (2024)
- [The Evolving Usage of GenAI by Computing Students](https://mlsanity.com/paper/2412.16453/) (2024)

## Built on by (most cited first, 1 of 1)

- ["I Just Need GPT to Refine My Prompts": Rethinking Onboarding and Help-Seeking with Generative 3D Modeling Tools](https://mlsanity.com/paper/2603.29118/) (2026)

## Abstract (arXiv)

The widespread adoption of generative AI is already impacting learning and help-seeking. While the benefits of generative AI are well-understood, recent studies have also raised concerns about increased potential for cheating and negative impacts on students' metacognition and critical thinking. However, the potential impacts on social interactions, peer learning, and classroom dynamics are not yet well understood. To investigate these aspects, we conducted 17 semi-structured interviews with undergraduate computing students across seven R1 universities in North America. Our findings suggest that help-seeking requests are now often mediated by generative AI. For example, students often redirected questions from their peers to generative AI instead of providing assistance themselves, undermining peer interaction. Students also reported feeling increasingly isolated and demotivated as the social support systems they rely on begin to break down. These findings are concerning given the important role that social interactions play in students' learning and sense of belonging.