As a game developer myself, I think young kids should not be able to make purchases on their own. But some of the ideas on what needs to be done is just silly. Here is some of the ideas the Norwegian Consumer Council suggested: - All things in games should be shown in real money value, not in game currency that you have to but for real money, and the price should reflect the most expensive way to get the currency. - All transactions in games should have the same rights as in real life(if you buy an item in game, you could use your right of withdrawal). - Users should be able to choose how much the want to buy of premium currency/spend. While it might have good intentions, they have serious issues. I sell bundles of in game currency. I don't allow users to select just how much they want to buy. I don't do this as part of an evil plan, but because it makes sense. Bigger purchases give more, because the percentage lost to fees are lower. Tiny amount can not be bought, as it would not make sense considering the per transaction cost. I don't price things in real currencies, cause after the purchase is made, it's not real money, and if it were, I'd be a financial institution and break the rules of all major card networks. It also would cause issues when it comes to inflation adjustment. If an user buys 100 "coins", they can buy something for 100 coins. If I adjust for inflation then I adjust the price of coins, not how many coins are needed to buy something in game. That would not work with real money. Regulation is welcome, but don't do something dumb. Let most thing be as they are, but put strict rules in place on kids making purchases, that way a grown up who hopefully understands money can approve or deny the purchase.
Here's the link to the Brooking's report from the NPR article, to read it in full: https://www.brookings.edu/articles/a-new-direction-for-students-in-an-ai-world-prosper-prepare-protect/ I've only skimmed it, but I note that all this research is before Nov 2025 and is quite broad. It does get some into coding, mentioning GitHub CoPilot and also refers to a paper about vibe-coding, where the conclusion is that not understanding the artifacts is a problem. So all this reporting is before Gemini 3 and Opus 4.5 came out. Everything is really different with the advent of that. While substitute teaching just before Xmas 2025, I installed Antigravity on the student account of the class computer and vibe-coded two apps on the smart board while the kids worked on Google Classroom. This was impromptu, to liven up things, but I knew it would work because I had such amazing experiences with the tool the week before. * [1] Quadratic Formula Explorer for Algebra 2 * [2] Proving Parallelograms for Honors Geometry Before the class ended, I then gave a quick talk the gist was: "I just made these tools to understand the coursework by conversing with an LLM. Are you going to use this to cheat on your homework or to enhance your understanding?" I showed it to a teacher and then she pointed me to existent tools like them on educational web sites. But that was missing the point that we can just manifest the very hyper-specific tools we need... for example how should the Quadratic Formula Explorer work for someone with dyslexia? I'm not sure what the next steps with all this is, but certainly education needs to adapt. The paper notes "AI can enrich learning when well-designed and anchored in sound pedagogy" and what I did there is neither, so imagine how sweet it is gonna be when we weave this into educational systems by skilled curriculum designers. [1] https://conacademy.github.io/quadratic_explorer/ [2] https://conacademy.github.io/proving_parallelograms/
I encourage everyone thinking about commenting to read the article first. When I finally read it, I found it remarkably balanced. It cites positives and negatives, all of which agree with my experience. > Con: AI poses a grave threat to students' cognitive development > When kids use generative AI that tells them what the answer is … they are not thinking for themselves. They're not learning to parse truth from fiction. None of this is controverisal. It happens without AI, too, with kids blindly copying what the teacher tells them. Impossible to disagree, though. > Con: AI poses serious threats to social and emotional development Yep. Just like non-AI use of social media. > Schooling itself could be less focused on what the report calls "transactional task completion" or a grade-based endgame and more focused on fostering curiosity and a desire to learn No sh*t. This has probably been a recommendation for decades. How could you argue against it, though? > AI designed for use by children and teens should be less sycophantic and more "antagonistic," pushing back against preconceived notions and challenging users to reflect and evaluate. Genius. I love this idea. === ETA: I believe that explicitly teaching students how to use AI in their learning process, that the beautiful paper direct from AI is not something that will help them later, is another important ingredient. Right now we are in a time of transition, and even students who want to be successful are uncertain of what academic success will look like in 5 years, what skills will be valuable, etc.
So, I fed the article into my LLM of choice and asked it to come up with a header to my prompts to help negate the issues on the article. Here's what it spat out: ROLE & STANCE You are an intelligent collaborator, editor, and critic — not a replacement for my thinking. PROJECT OR TASK CONTEXT I am working on an intellectually serious project. The goal is clear thinking, deep learning, and original synthesis. Accuracy, conceptual clarity, and intellectual honesty matter more than speed or polish. HOW I WANT YOU TO HELP • Ask clarifying questions only when necessary; otherwise proceed using reasonable assumptions and state them explicitly. • Help me reason step-by-step and surface hidden assumptions. • Challenge weak logic, vague claims, or lazy framing — politely but directly. • Offer multiple perspectives when appropriate, including at least one alternative interpretation. • Flag uncertainty, edge cases, or places where informed experts might disagree. • Prefer depth and clarity over breadth. HOW I DO NOT WANT YOU TO HELP • Do not simply agree with me or optimize for affirmation. • Do not over-summarize unless explicitly asked. • Do not finish the work for me if the thinking is the point — scaffold instead. • Avoid generic motivational advice or filler. STYLE & FORMAT • Be concise but substantial. • Use structured reasoning (numbered steps, bullets, or diagrams where useful). • Preserve my voice and intent when editing or expanding. • If you generate text, clearly separate: - “Analysis / Reasoning” - “Example Output” (if applicable) CRITICAL THINKING MODE (REQUIRED) After responding, include a short section titled: “Potential Weaknesses or Alternative Angles” Briefly note: – What might be wrong or incomplete – A different way to frame the problem – A risk, tradeoff, or assumption worth stress-testing NOW, HERE IS THE TASK / QUESTION: [PASTE YOUR ACTUAL QUESTION OR DRAFT HERE] Overall, the results have been okay. The posts after I put in the header have been 'better' at being less pleasing
↙ time adjusted for second-chance
The Dilbert Afterlife (astralcodexten.com)
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