The augmenting of human memory is exploding with the integration of AI systems, and especially in learning contexts. Potential is great, but possible missteps could hurt us.
In a galaxy not so far away, a wise green Jedi Master once said, “You must unlearn what you have learned.” Little did Yoda know that his sage advice would become a rallying cry for the AI-augmented memory revolution. As we stand on the brink of a cognitive leap, we’re faced with a delightful paradox: the more we can remember, the more important it becomes to forget. Welcome to the brave new world of AI-augmented memory, where your smartphone remembers your mother-in-law’s birthday so you don’t have to, and where forgetting might just be your new superpower. Buckle up, dear reader, as we embark on a journey through the digital synapses of our future brains, exploring how we can balance the force between remembering everything and maintaining the cognitive flexibility that makes us quintessentially human. May the forgetting be with you!
In an era where technology increasingly intertwines with our daily lives, we stand on the brink of a profound shift in human cognition. AI-augmented memory technologies are emerging as powerful tools that promise to revolutionize how we learn, remember, and process information. These innovations range from sophisticated note-taking apps that can categorize and recall information on demand, to more advanced systems that can capture and store vast amounts of personal experiences, making them accessible at will. As we embrace these technological marvels, it’s crucial to consider the legal and ethical precedents that have arisen in response to our digital footprints. The European Union’s General Data Protection Regulation (GDPR) introduced the concept of the “Right to be Forgotten,” acknowledging that individuals should have the power to request the deletion of their personal data from internet searches and other directories under certain conditions. This landmark regulation recognizes the importance of allowing people to move beyond their past actions and mistakes, particularly in an age where information can persist indefinitely online. However, as we develop technologies that could potentially grant us near-perfect recall, we must grapple with a fundamental question: Is forgetting as crucial to our cognitive processes as remembering? This article posits that maintaining a balance between enhanced memory capabilities and the ability to forget is not just desirable, but essential for our cognitive flexibility and personal growth. As we navigate this new frontier of augmented cognition, we must cultivate a nuanced understanding of when to hold onto information and when to let it go, mirroring the delicate dance between remembering and forgetting that has shaped human cognition throughout our evolution. The challenge ahead lies in harnessing the power of AI-augmented memory while preserving the cognitive plasticity that allows us to adapt, learn, and grow in an ever-changing world.
The Promise of AI-Augmented Memory
Perhaps the most universally adopted form of augmented memory is the smartphone contact list. Gone are the days of memorizing phone numbers; our devices now store and recall this information instantly, freeing up mental space for other tasks. This simple yet profound shift demonstrates how readily we’ve adapted to outsourcing certain memory functions to our devices. AI-augmented memory technologies are rapidly evolving, offering increasingly sophisticated ways to enhance human recall and information processing. A prime example is Microsoft’s recently announced “Recall” feature, which takes periodic screenshots of a user’s computer activity, creating a searchable timeline of their digital interactions. This tool aims to make finding past information as simple as searching through one’s own memory. For professionals, Otter.ai has become indispensable in capturing and transcribing meeting content, effectively creating a searchable database of conversations. This eliminates the need to frantically take notes, allowing participants to focus on the discussion while knowing they can easily revisit any part of the meeting later. Smart note-taking apps like Notion and Roam Research are pushing this concept further, using AI to organize and link information, creating comprehensive personal knowledge databases. Meanwhile, emerging technologies like virtual reality memory palaces and wearable devices that can record what we see and hear are expanding the possibilities of how we capture and recall information.
Looking to the future, we’re seeing development in even more advanced technologies. Brain-computer interfaces could potentially allow for direct neural information retrieval and storage. Augmented reality memory overlays might soon provide real-time information display in our field of vision, offering contextual memories and data as we navigate our world. These advancements suggest we’re only at the beginning of a revolution in how we interact with and utilize information.
Practical Applications in Education
In educational settings, AI-augmented memory technologies are already transforming the learning landscape. One example is Reality Labo, a tool I’ve developed that allows educators to attach digital content to physical objects, places, and even people. As an educator and learning futurist, I designed Reality Labo to create unique learning experiences, connecting relevant and contextual media to places and objects for just-in-time information.
This technology exemplifies the potential of AI-augmented memory in education. For instance, we can enhance textbooks with videos and 3D models, bringing static content to life. Students can “walk through” historical events or complex scientific processes in immersive VR simulations, dramatically enhancing understanding and retention. Reality Labo also facilitates “hyflex” lessons, connecting on-site and online learners in a shared augmented space.
Professional settings are equally ripe for transformation. Reality Labo’s application in “JIT Training” demonstrates how AI-augmented memory systems could revolutionize on-the-job learning, providing instant access to relevant information tied to specific locations or objects. In medicine, this could mean doctors accessing patient histories or medical databases by simply looking at a patient or piece of equipment. Legal professionals could streamline research by instantly pulling up relevant precedents tied to case files or courtroom objects. The creative industries also stand to benefit from these technologies. Reality Labo’s community projects feature, which allows for the creation of persistent digital art in physical spaces, hints at the potential for writers, artists, and innovators to access vast databases of inspiration tied to their physical environment. This could usher in a new era of creative exploration, where ideas from the past can be seamlessly integrated into new works.
Through my work with Reality Labo and similar technologies, I’m exploring how we can better inform the future of teaching and learning. These applications demonstrate the transformative potential of AI-augmented memory technologies across various fields, promising to revolutionize how we learn, work, and create. As these technologies continue to develop, we may be on the cusp of a new era in human cognitive enhancement, where the line between our internal memory and external, AI-augmented recall becomes increasingly blurred.
The Paradox of Perfect Memory
As we rush headlong into an era of AI-augmented memory, we must pause to consider a counterintuitive truth: forgetting plays a crucial role in our cognitive processes. The ability to forget, far from being a flaw in our mental machinery, is a feature that allows us to adapt, grow, and maintain our mental health.
Forgetting serves several vital functions in our cognitive processes. It helps us to generalize from specific experiences, allowing us to form abstract concepts and recognize patterns. By letting go of irrelevant details, we can focus on what’s truly important. Forgetting also plays a crucial role in emotional regulation, helping us to move past traumatic experiences and maintain a positive outlook. Research in neuroscience has shown that forgetting is an active process in our brains, not merely a passive decay of memories. Our brains are constantly engaged in a delicate balance of remembering and forgetting, optimizing our memory systems for the challenges we face. (see Thinking, Fast and Slow by Daniel Kahneman)
“You must unlearn what you have learned” – Master Yoda
The wisdom of this statement from the fictional Jedi Master Yoda in “Star Wars” resonates deeply with our understanding of learning and adaptation. In the context of AI-augmented memory, it takes on new significance. The ability to “unlearn” – to let go of outdated information, biases, or ineffective strategies – is crucial for personal growth and adapting to new situations. With perfect recall, we risk becoming cognitively inflexible, trapped by our past experiences and unable to see new possibilities. The process of unlearning and relearning keeps our minds agile and open to new ideas, a quality that becomes even more critical in a rapidly changing world.
The World Economic Forum’s emphasis on Cognitive Flexibility
The importance of this mental agility hasn’t gone unnoticed in the professional world. The World Economic Forum’s Future of Jobs Report consistently ranks cognitive flexibility among the top skills needed for the future workforce. In their 2023 report, “Resilience, flexibility and agility” ranks as the third most important skill for workers. This emphasis on cognitive flexibility underscores a crucial point: in a world of AI-augmented memory, our competitive advantage as humans may not lie in our ability to store and recall vast amounts of information. Instead, it may lie in our ability to flexibly apply knowledge in new contexts, to think creatively, and to adapt quickly to changing circumstances.
Complete WEF Report: https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
As we develop AI-augmented memory technologies, we must be mindful of this paradox. The goal should not be to create perfect, unchanging memories, but rather to enhance our natural cognitive processes, including our ability to forget and adapt. The challenge ahead lies in designing systems that augment our memory while preserving the cognitive flexibility that has been key to human innovation and adaptability throughout our history.
In my research on the “Budding Botanist Paradox,” I explore how the automation of learning through immersive technologies like augmented and virtual reality might impact this crucial process of forgetting and learning. As we develop systems that can instantly identify plants or provide information about our surroundings, we risk bypassing the valuable process of inquiry and discovery that is fundamental to learning.
Hawkinson E. (2022). Proceedings of the 30th International Conference on Computers in Education.
Asia-Pacific Society for Computers in Education (Link to Research Article)
Potential Negative Impacts
As we embrace AI-augmented memory technologies, it’s crucial to consider their potential drawbacks. While these technologies offer numerous benefits, their widespread adoption could lead to several unintended consequences.
Cognitive inflexibility and resistance to change
One of the primary concerns with AI-augmented memory is the potential for cognitive inflexibility. As I observed in my research on the “Budding Botanist Paradox,” when we rely too heavily on external systems for information retrieval, we risk losing the ability to adapt our thinking to new situations. Just as pilots who over-rely on autopilot may struggle when manual intervention is needed, learners who depend too much on AI memory aids might find it difficult to navigate situations where this technology is unavailable or unreliable.
This inflexibility could manifest as a resistance to change. When our experiences and knowledge are so readily accessible and seemingly complete, we might become less open to new ideas or perspectives that challenge our existing understanding. This rigidity could hinder personal growth and innovation in various fields.
Overreliance on external memory systems
As we increasingly offload our memory functions to AI systems, we risk developing an overreliance on these external aids. This dependence could lead to a deterioration of our natural memory capabilities, similar to how reliance on GPS has affected some people’s ability to navigate without it. In educational contexts, this could result in a superficial understanding of subjects, where learners know how to access information but struggle to internalize and apply it meaningfully. This was my main argument in my paper ‘The Budding Botanist Paradox: Automating Human Inquiry with Immersive Technology‘.
Privacy and security concerns
The use of AI-augmented memory systems raises significant privacy and security issues. These systems would need to collect and store vast amounts of personal data to function effectively. This data, which could include everything from daily activities to personal conversations, would be vulnerable to breaches or misuse.
A recent example that highlights these concerns is Microsoft’s Recall feature. This tool takes periodic screenshots of a user’s computer activity, creating a searchable timeline of their digital interactions. While designed to enhance productivity, Recall immediately raised alarm bells among security experts. As reported, the initial implementation of Recall stored these screenshots in an unencrypted format, making them vulnerable to unauthorized access. Even more concerning, the data wasn’t automatically deleted when a user removed the associated app or file, potentially leaving sensitive information exposed indefinitely. This case demonstrates how even well-intentioned memory augmentation tools can create significant security risks if not designed with robust privacy protections. It underscores the need for stringent security measures and transparent data practices in AI-augmented memory systems.
The integration of such systems with our personal memories blurs the line between private thoughts and accessible data, raising ethical questions about data ownership and control. As these technologies become more sophisticated and ubiquitous, we must grapple with complex questions: Who owns our augmented memories? How can we ensure that our most personal data isn’t exploited or used against us? How do we balance the benefits of these technologies with the fundamental right to privacy? These concerns extend beyond individual privacy to societal implications. In a world where every interaction could potentially be recorded and analyzed, we may see shifts in behavior, self-expression, and even the nature of social relationships. The potential for surveillance and control through these technologies cannot be overlooked, necessitating careful consideration and regulation as we move forward in developing and adopting AI-augmented memory systems.
Impact on creativity and original thinking
While AI-augmented memory could enhance creativity by providing quick access to a wide range of information, it might also inadvertently stifle original thinking. As I explored in my recent article, “AI Dumbs Down, Teachers Level Up: Hope for the AI-Enhanced Teaching Era,” there’s a growing concern about the homogenization of AI-generated content, which could have far-reaching implications for human creativity. In the article, I discussed recent studies showing that when AI systems are trained on data generated by their predecessors, there’s a marked decline in linguistic diversity and creative output. This “blanding” effect isn’t limited to text; it extends to visual content as well. As AI-generated content becomes more prevalent, we risk creating a feedback loop where AI learns from increasingly homogenized data, further narrowing the scope of creative expression.
When we apply this concept to AI-augmented memory, we face a troubling possibility. If we rely too heavily on these systems to augment our own memories and thought processes, we might inadvertently homogenize our own perspectives and ideas. The ease of accessing existing ideas could lead to an over-reliance on past solutions, potentially reducing the drive to develop novel approaches. Moreover, the constant availability of information might reduce the occurrence of those serendipitous moments of insight that often arise when our minds are allowed to wander and make unexpected connections. These moments of creative insight often occur when we have incomplete information or when we misremember details, forcing our brains to fill in the gaps in novel ways. With perfect recall provided by AI, we might lose these opportunities for creative leaps. This homogenization of thought could have profound implications for fields that rely heavily on innovation and original thinking. In education, for instance, we might see a reduction in diverse problem-solving approaches as students increasingly rely on AI-augmented memory systems that provide “standardized” solutions.
To counter this trend, we must design AI-augmented memory systems that encourage divergent thinking and creative exploration. This might involve intentionally introducing elements of randomness or imperfection into these systems, or creating interfaces that challenge users to make novel connections between disparate pieces of information. As educators and innovators, we must also emphasize the importance of original thinking and the value of diverse perspectives. By doing so, we can harness the power of AI-augmented memory while preserving the uniquely human capacity for creativity and innovation that has driven our progress throughout history.
Psychological effects of constant access to past memories
Having constant, perfect access to our past experiences could have profound psychological impacts. While it might help in some therapeutic contexts, it could also make it difficult for individuals to move past traumatic or unpleasant experiences. The inability to naturally forget or soften the edges of negative memories could lead to increased stress, anxiety, or depression. Perfect recall could alter how we form and maintain relationships. Every interaction could be scrutinized in perfect detail, potentially leading to overthinking and social anxiety. It might also change how we experience the present moment, as we could become too focused on recording and cataloging experiences (at least until the technology advances to the point of invisibility) for future recall rather than fully engaging with them as they occur.
Developing New Skills for this New Era
While the challenges of AI-augmented memory are significant, I’m ultimately optimistic about the future of education in this new landscape. By shifting our educational priorities and approaches, we can harness the power of these technologies to create more engaging, personalized, and globally connected learning experiences. We just need to adapt and shift our priorities in education. Here’s how we can adapt:
- Critical thinking and information evaluation – In an era of abundant information, the ability to critically evaluate and contextualize data becomes paramount. We need to shift our focus from memorization to teaching students how to effectively analyze, synthesize, and apply information. This includes developing skills in identifying bias, assessing the reliability of sources, and understanding the limitations of AI-generated content.
- Metacognition and self-awareness – As we rely more on external memory systems, it becomes crucial to develop a deep understanding of our own cognitive processes. Teaching metacognitive skills will help learners understand when and how to effectively use AI-augmented memory tools, and when to rely on their own internal processes. This self-awareness will be key to maintaining cognitive flexibility and avoiding over-reliance on technology. In essence, I see this as simply being aware when ‘saving to your local drive – i.e. your brain’ is important.
- Intentional forgetting and memory management – In a world where forgetting becomes a choice, we need to teach the art of intentional forgetting. This involves developing strategies for managing information overload, deciding what information to internalize versus externalize, and understanding the cognitive benefits of letting go of certain memories, then managing the external tools not to remind us again. These skills will be crucial for maintaining mental health and cognitive agility in an AI-augmented world.
- Balancing internal and external memory resources – Educators should focus on teaching students how to effectively balance their use of internal and external memory resources. This includes understanding the strengths and limitations of both human memory and AI-augmented systems, and developing strategies for seamlessly integrating these resources in learning and problem-solving.
- Ethical considerations in memory augmentation – As we integrate AI-augmented memory into education, it’s crucial to foster an understanding of the ethical implications of these technologies. This includes discussions on privacy, data ownership, the potential for bias in AI systems, and the societal impacts of widespread memory augmentation. By engaging with these issues, we can create a generation of learners who are not just consumers of technology, but active and responsible shapers of our technological future.
One exciting example of how we can leverage AI and immersive technologies to enhance education and cross-cultural understanding is the “My Hometown Project” that I’ve been developing. This project uses virtual reality to allow students from around the world to create and share tours of their hometowns. By doing so, we’re not just teaching geography or culture in abstract terms, but creating immersive, personal experiences that foster empathy and global awareness. The “My Hometown Project” demonstrates how AI-augmented memory and immersive technologies can break down barriers and create connections that were previously impossible. Students can “visit” places they might never have the opportunity to see in person, gaining insights into diverse cultures and perspectives. This kind of experiential learning goes far beyond what traditional textbooks or even standardized tests can offer.
Moreover, projects like this highlight how we can move away from rote memorization and towards more meaningful, context-rich learning experiences. Instead of memorizing facts about a country, students are engaging with personal stories, navigating virtual spaces, and making emotional connections with peers from around the world. This approach not only makes learning more engaging but also helps develop crucial skills like empathy, cultural sensitivity, and global citizenship. As we move forward in this AI-augmented era, the focus of education should shift from what students can remember to what they can do with information. By embracing these technologies and developing new pedagogical approaches, we have the opportunity to create more inclusive, engaging, and globally connected learning environments. The future of education in an AI-augmented world isn’t about replacing human capabilities, but about enhancing them, allowing us to focus on uniquely human skills like creativity, empathy, and complex problem-solving.
Call to Action
As we move forward, I call on educators, technologists, policymakers, and learners to approach the adoption of memory augmentation technologies with mindfulness and critical awareness. Here are key actions we can take:
- Prioritize the development of critical thinking and metacognitive skills in education, preparing learners to navigate an information-rich world effectively.
- Invest in research to better understand the long-term cognitive and psychological impacts of AI-augmented memory use.
- Develop ethical guidelines and best practices for the implementation of these technologies in educational and professional settings.
- Create curricula that balance the use of AI-augmented memory tools with activities that promote creativity, problem-solving, and human connection.
- Encourage ongoing dialogue about the ethical implications of these technologies, involving diverse perspectives from across society.
- Design AI-augmented memory systems with built-in features that promote intentional forgetting and cognitive flexibility.
- Support initiatives like the “My Hometown Project” that leverage technology to enhance cross-cultural understanding and empathy.
By taking these steps, we can work towards a future where AI-augmented memory enhances rather than replaces human cognition. The goal is not to become perfect remembering machines, but to use these tools to free our minds for higher-order thinking, creativity, and connection.
As a learning futurist, I remain optimistic about the potential of these technologies to revolutionize education and expand human potential. However, this optimism is tempered with the understanding that we must approach this new frontier with wisdom, foresight, and a deep appreciation for the complexity of human cognition. The future of learning in an AI-augmented world is not predetermined. It will be shaped by the choices we make today in how we develop, implement, and teach with these technologies. Let us move forward with curiosity, creativity, and a commitment to preserving the best of human cognition while embracing the possibilities of the AI age. In doing so, we can create a future of learning that is more accessible, engaging, and empowering for all.
About the Author
Eric Hawkinson
Learning Futurist
erichawkinson.com
Eric Hawkinson is a Learning Futurist at Kyoto University of Foreign Studies, where he focuses on the integration of technology into education. Specializing in the creation of immersive learning environments, Eric employs augmented and virtual reality to enhance learning outcomes. He is an advocate for digital literacy and privacy, promoting open access to information and ethical technology practices. Outside his academic role, Eric is engaged in public outreach and professional development. He has established immersive learning labs, designed online courses, and advised on technology strategies across various sectors. His professional designations include Adobe Education Leader, Google for Education Certified Innovator, and Microsoft Innovative Expert. Eric’s notable projects, such as AR experiences for TEDxKyoto and WebVR for Model United Nations, reflect his commitment to using advanced technologies for global education and collaboration. Eric is dedicated to exploring the challenges and opportunities presented by emerging technologies, contributing significantly to the evolution of educational practices.
Roles
Professor – Kyoto University of Foreign Studies
Research Coordinator – MAVR Research Group
Founder – Together Learning
Developer – Reality Labo
Community Leader – Team Teachers
Co-Chair – World Immersive Learning Labs