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Research Study Repository
Research synthesis is AI-generated, human reviewed. Updated 08/2026.
Showing 1 - 30 of 245 results
Making AI Tutoring Productive: Evidence from a Mastery-Based Math Practice Experiment
Philip Oreopoulos, Michael Liut, Alp Sungu, Nina Low. (08/2026). NBER.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Middle School (6-8)
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialOne Click Away: AI Tutoring with Khanmigo in a Two-Year School Experiment
Philip Oreopoulos, Nina Low. (08/2026). NBER.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student, Educator
Which age? Middle School (6-8)
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialVirtual Tutoring with Computer-Assisted Learning: An Experiment in Take-Up and Learning
Philip Oreopoulos, Ruochong Dong, Nina Low. (08/2026). NBER.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support, Analyzing
Who is the user? Student, Parent/Caregiver, Educator
Which age? Elementary (PK5), Middle School (6-8)
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Impact – Randomized Controlled TrialWhat Remains Human In Mathematics In The Age Of AI
Amir Moradifam. (07/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student, Educator, Others
Which age? Post-Secondary, Adult
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Durable Skills
Study design:Llama Lima: A Living Meta-Analysis On The Effects Of Generative AI On Learning Mathematics
Anselm Strohmaier, Samira Bodefeld, Frank Reinhold. (07/2026). arXiv.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support, Communicating / Social Tools
Who is the user? Student
Which age? Middle School (6-8), High School (9-12), Post-Secondary, Adult
Why use AI? Outcomes – Numeracy
Study design: Systematic ReviewGenerative AI Can Harm Teaching
Alp Sungu, Benjamin Lira, Angela L. Duckworth. (07/2026). SSRN.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Organizing
Who is the user? Educator
Which age? Middle School (6-8), High School (9-12)
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Social Emotional
Study design: Impact – Randomized Controlled TrialFaster Completion, Less Learning: Generative AI Reduced Study Time On Math Problems And The Knowledge They Build
Sina Rismanchian, Hasan Uzun, Jeffrey Matayoshi, Eric Cosyn, Eyad Kurd-Misto. (07/2026). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Elementary (PK5), Middle School (6-8), High School (9-12), Post-Secondary
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Impact – Quasi–experimentalThe Generative AI Learning Penalty: Evidence from Chinese Secondary Education
David Stromberg, Victor Lei, Yanhui Wu. (07/2026). SSRN.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Middle School (6-8), High School (9-12)
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic
Study design: Impact – Quasi–experimentalFrom Answer Generators To Reasoning Facilitators: Designing AI Tutors For Mathematical Reasoning In High-Stakes Environments
Harry Feng, Yuan Tian, Erica Zhao. (07/2026). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Middle School (6-8), High School (9-12)
Why use AI? Outcomes – Numeracy
Study design: Descriptive – Implementation and Use, Descriptive – Product Development, Quantitative – OthersBeyond Helpfulness: A Teaching-Over-Solving Diagnostic For Measuring Educational Impact In LLM Tutors
Junyi Yao, Zihao Zheng, Baichuan Li. (06/2026). arXiv.
What is the application? Learning – Student Support
Who is the user?
Which age? Middle School (6-8), High School (9-12), Post-Secondary
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation, Outcomes – Durable Skills, Reimagined Schooling
Study design: Technical – Computational, Quantitative – OthersAwareness Of Technological Isomorphism: Integrating AI Into Elementary Mathematics Teaching On Data And Prediction, A Case Study Of The Compound Line Graph
Li Li, Yu Cao. (06/2026). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Elementary (PK5)
Why use AI? Outcomes – Numeracy, Outcomes – Other Academic
Study design: Descriptive – Implementation and Use, Quantitative – OthersContext-Aware Prediction Of Student Quiz Performance With Multimodal Textbook Features
Samin Khan. (05/2026). arXiv.
What is the application? Teaching – Assessment and Feedback, Analyzing
Who is the user?
Which age? Post-Secondary
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation
Study design: Technical – ComputationalFacet: Multi-Agent AI Supporting Teachers In Scaling Differentiated Learning For Diverse Students
Jana Gonnermann-Muller, Jennifer Haase, Nicolas Leins, Moritz Igel, Konstantin Fackeldey and Sebastian Pokutta. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Professional Learning
Who is the user? Educator, School Leader
Which age? Middle School (6-8), High School (9-12)
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Differentiation, Reimagined Schooling
Study design: Descriptive – Implementation and Use, Descriptive – Product Development, Quantitative – Others"Would You Want an AI Tutor?" Understanding Stakeholder Perceptions of LLM-based Systems in the Classroom
Caterina Fuligni, Daniel Dominguez Figaredo, Armanda Lewis, Julia Stoyanovich. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student, Educator, Others
Which age? Elementary (PK5), High School (9-12), Post-Secondary
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation
Study design: Descriptive – Implementation and Use, Descriptive – Product DevelopmentAddressing The Reality Gap: A Three-Tension Framework For Agentic AI Adoption
Jason Fournier, Kacper Łodzikowski. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Teaching – Professional Learning, Learning – Student Support, Organizing, Analyzing
Who is the user? Student, Educator
Which age? Elementary (PK5), Middle School (6-8), High School (9-12), Post-Secondary
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Durable Skills, Reimagined Schooling
Study design: Descriptive – Implementation and UseA Scoping Review Of Large Language Model-Based Pedagogical Agents
Shan Li, Juan Zheng. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Teaching – Professional Learning, Learning – Student Support, Communicating / Social Tools, Organizing
Who is the user? Student, Educator
Which age? Elementary (PK5), Middle School (6-8), High School (9-12), Post-Secondary, Adult
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Durable Skills, Reimagined Schooling
Study design: Systematic ReviewTeaching with Gemini: Measuring the impact of Guided Learning on student mathematics progress in Sierra Leone
LearnLM Team, Google & Fab AI. (05/2026). Google.
What is the application? Teaching – Instructional Materials, Teaching – Professional Learning, Learning – Student Support
Who is the user? Student, Educator
Which age? Middle School (6-8)
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Descriptive – Implementation and Use, Impact – Randomized Controlled Trial, Impact – Quasi–experimentalPromptdecipher: Supporting AI Tutor Authoring Through Editable Simulated Interactions
Miina Koyama, Ruiwei Xiao, John Stamper. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials, Learning – Student Support
Who is the user? Educator
Which age? Middle School (6-8)
Why use AI? Outcomes – Numeracy
Study design: Descriptive – Product DevelopmentLittle Impact Of ChatGPT Availability On High School Student Test Score Performance
Nick Huntington-Klein. (05/2026). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Elementary (PK5), Middle School (6-8), High School (9-12)
Why use AI? Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic
Study design: Impact – Quasi–experimentalWhen Should Teachers Control AI Generation For Mathematics Visuals?
Zhengxu Li, Junling Wang, April Yi Wang. (05/2026). arXiv.
What is the application? Teaching – Instructional Materials
Who is the user? Educator
Which age? Elementary (PK5)
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Descriptive – Product Development, Technical – Computational, Quantitative – OthersMath Education Digital Shadows For Facilitating Learning With LLMs: Math Performance, Anxiety And Confidence In Simulated Students And Ais
Naomi Esposito, Anthony Tricarico, Luisa Porzio, Ali Aghazadeh Ardebili, and Massimo Stella. (04/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Others
Which age? High School (9-12), Post-Secondary
Why use AI? Outcomes – Numeracy, Outcomes – Durable Skills, Reimagined Schooling
Study design: Descriptive – Product Development, Technical – ComputationalFrom Test-Taking To Cognitive Scaffolding: A Pedagogical Diagnostic Benchmark For LLMs On English Standardized Tests
Luoxi Tang, Tharunya Sundar, Yuqiao Meng, Shuai Yang, Ankita Patra, Lakshmi Manohar Chippada, Jiqian Zhao, Yi Li, Weicheng Ma, Zhaohan Xi. (04/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user?
Which age? High School (9-12), Post-Secondary
Why use AI? Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Differentiation
Study design: Descriptive – Product Development, Technical – ComputationalHuman-In-The-Loop Benchmarking Of Heterogeneous LLMs For Automated Competency Assessment In Secondary Level Mathematics
Jatin Bhusal, Nancy Mahatha, Aayush Acharya, Raunak Regmi. (04/2026). arXiv.
What is the application? Teaching – Assessment and Feedback
Who is the user? Educator
Which age? High School (9-12)
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Differentiation
Study design: Technical – Computational, Quantitative – OthersKnowledge without Wisdom: Measuring Misalignment between LLMs and Intended Impact
Michael Hardy, Yunsung Kim. (04/2026). arXiv.
What is the application? Teaching – Assessment and Feedback, Teaching – Professional Learning, Analyzing
Who is the user? Educator, School Leader
Which age? Elementary (PK5)
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Quantitative – OthersBeyond The AI Tutor: Social Learning With LLM Agents
Harsh Kumar, Jonathan Vincentius, Zi Kang (Jace) Mu, Ashton Anderson. (04/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student
Which age? High School (9-12), Post-Secondary
Why use AI? Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled Trial, Technical – ComputationalHow Motivation Relates To Generative AI Use: A Large-Scale Survey Of Mexican High School Students
Echo Zexuan Pan, Danny Glick, Ying Xu. (04/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student
Which age? High School (9-12)
Why use AI? Outcomes – Literacy, Outcomes – Numeracy
Study design: Descriptive – Implementation and Use, Quantitative – OthersEvaluating Vision-Language And Large Language Models For Automated Student Assessment In Indonesian Classrooms
Nurul Aisyah, Muhammad Dehan Al Kautsar, Arif Hidayat, Raqib Chowdhury, and Fajri Koto. (04/2026). arXiv.
What is the application? Teaching – Assessment and Feedback
Who is the user?
Which age? Elementary (PK5)
Why use AI? Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Differentiation
Study design: Technical – Computational, Quantitative – OthersPractitioner Voices Summit: How Teachers Evaluate AI Tools Through Deliberative Sensemaking
Dorottya Demszky, Christopher Mah, Helen Higgins. (03/2026). arXiv.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback, Teaching – Professional Learning, Learning – Student Support, Analyzing
Who is the user? Educator
Which age? Elementary (PK5), Middle School (6-8), High School (9-12)
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Differentiation, Outcomes – Durable Skills, Other
Study design: Descriptive – Implementation and Use, Descriptive – Product Development, Quantitative – OthersEvaluating A Data-Driven Redesign Process For Intelligent Tutoring Systems
Qianru Lyu, Conrad Borchers, Meng Xia, Karen Xiao, Paulo F. Carvalho, Kenneth R. Koedinger, and Vincent Aleven. (03/2026). arXiv.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student
Which age? Middle School (6-8)
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation
Study design: Descriptive – Product Development, Impact – Randomized Controlled TrialExploring Student Perception On Gen AI Adoption In Higher Education: A Descriptive Study
Harpreet Singh, Jaspreet Singh, Satwant Singh, Rupinder Singh, Shamim Ibne Shahid, Mohammad Hassan Tayarani Najaran. (03/2026). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Durable Skills
Study design: Descriptive – Implementation and Use
