Research Study Repository
Research synthesis is AI-generated, human reviewed. Updated 05/2026.
Showing 61 - 90 of 112 results
From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria
Mart’n De Simone, Federico Tiberti, Maria Barron Rodriguez, Federico Manolio, Wuraola Mosuro, Eliot Jolomi Dikoru. (05/2025). arXiv.
What is the application? Learning – Student Support, Teaching – Instructional Materials
Who is the user? Student, Educator
Which age? High School (9-12)
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Differentiation, Reimagined Schooling
Study design: Impact – Randomized Controlled Trial, Impact – Quasi–experimentalSlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions
Chloe Qianhui Zhao, Jie Cao, Eason Chen, Kenneth R. Koedinger, Jionghao Lin. (05/2025). arXiv.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialUnderstanding Learner-LLM Chatbot Interactions and the Impact of Prompting Guidelines
Cansu Koyuturk, Emily Theophilou, Sabrina Patania, Gregor Donabauer, Andrea Martinenghi, Chiara Antico, Alessia Telari, Alessia Testa, Sathya Bursic, Franca Garzotto, Davinia Hernandez-Leo, Udo Kruschwitz, Davide Taibi, Simona Amenta, Martin Ruskov, Dimitri Ognibene. (04/2025). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialHow AI and Human Behaviors Shape Psychosocial Effects of Chatbot Use: A Longitudinal Randomized Controlled Study
Cathy Mengying Fang, Auren R. Liu, Valdemar Danry, Eunhae Lee, Samantha W.T. Chan, Pat Pataranutaporn, Pattie Maes, Jason Phang, Michael Lampe, Lama Ahmad, Sandhini Agarwal. (03/2025). MIT Media Lab.
What is the application? Communicating / Social Tools
Who is the user? Others
Which age? Adult
Why use AI? Outcomes – Social Emotional
Study design: Impact – Randomized Controlled TrialAI Meets the Classroom: When Do Large Language Models Harm Learning?
Matthias Lehmann, Philipp B. Cornelius, Fabian J. Sting. (03/2025). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic
Study design: Impact – Randomized Controlled Trial, Impact – Quasi–experimentalTutorLLM: Customizing Learning Recommendations with Knowledge Tracing and Retrieval-Augmented Generation
Zhaoxing LI, Vahid Yazdanpanah, Jindi Wang, Wen Gu, Lei Shi, Alexandra I. Cristea, Sarah Kiden, Sebastian Stein. (01/2025). arXiv.
What is the application? Teaching – Instructional Materials, Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Differentiation
Study design: Descriptive – Product Development, Impact – Randomized Controlled Trial, Technical – ComputationalPersonalized Parsons Puzzles as Scaffolding Enhance Practice Engagement Over Just Showing LLM-Powered Solutions
Xinying Hou, Zihan Wu, Xu Wang, Barbara J. Ericson. (01/2025). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialThe Impact of Large Language Models on Students: A Randomised Study of Socratic vs. Non-Socratic AI and the Role of Step-by-Step Reasoning
Andrea Blasco, Vicky Charisi. (12/2024). SSRN.
What is the application? Learning – Student Support
Who is the user? Student
Which age? High School (9-12)
Why use AI? Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialBuilding Bridges - AI Custom Chatbots as Mediators between Mathematics and Physics
Julia Lademann, Jannik Henze, Sebastian Becker-Genschow. (12/2024). arXiv.
What is the application? Teaching – Instructional Materials, 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, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialBeware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance
Yizhou Fan, Luzhen Tang, Huixiao Le, Kejie Shen, Shufang Tan, Yueying Zhao, Yuan Shen, Xinyu Li, Dragan Gasevic. (12/2024). arXiv.
What is the application? Teaching – Assessment and Feedback
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Literacy, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialAugmenting Minds Or Automating Skills? The Differential Role Of Human Capital In Generative Ai's Impact On Creative Tasks
Meiling Huang, Ming Jin, Ning Li. (12/2024). arXiv.
What is the application?
Who is the user? Student, Others
Which age? Post-Secondary, Adult
Why use AI? Outcomes – Durable Skills, Other
Study design: Impact – Randomized Controlled TrialAl-Supported Data Analysis Boosts Student Motivation and Reduces Stress in Physics Education
Jannik Henze, AndrŽ Bresges, Sebastian Becker-Genschow. (12/2024). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Social Emotional, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialChatGPT In Lesson Preparation: A Teacher Choices Trial Evaluation Report
Palak Roy, Helen Poet, Ruth Staunton, Katherine Aston, David Thomas. (12/2024). Education Endowment Foundation.
What is the application? Teaching – Instructional Materials, Teaching – Assessment and Feedback
Who is the user? Educator
Which age? Middle School (6-8)
Why use AI? Efficiency
Study design: Impact – Randomized Controlled TrialCognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry
Matthias Stadler, Maria Bannert, Michael Sailer. (11/2024). Computers in Human Behavior.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialExploring the Effectiveness of AI Course Assistants on the Student Learning Experience
George Hanshaw, Joanna Vance, Craig Brewer. (11/2024). Open Praxis.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Social Emotional, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialPromptHive: Bringing Subject Matter Experts Back to the Forefront with Collaborative Prompt Engineering for Educational Content Creation
Mohi Reza, Ioannis Anastasopoulos, Shreya Bhandari, Zachary A. Pardos. (10/2024). arXiv.
What is the application? Teaching – Instructional Materials, Learning – Student Support
Who is the user? Educator
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Descriptive – Product Development, Impact – Randomized Controlled TrialPAIGE: Examining Learning Outcomes and Experiences with Personalized AI-Generated Educational Podcasts
Tiffany D. Do, Usama Bin Shafqat, Elsie Ling, Nikhil Sarda. (10/2024). arXiv.
What is the application? Teaching – Instructional Materials
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialEmotionally Enriched Feedback Via Generative AI
Omar Alsaiari, Nilufar Baghaei, Hatim Lahza, Jason M. Lodge, Marie Boden, Hassan Khosravi. (10/2024). arXiv.
What is the application? Teaching – Assessment and Feedback
Who is the user? Student
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Social Emotional, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled Trial, Quantitative – OthersMentigo: An Intelligent Agent for Mentoring Students in the Creative Problem Solving Process
Siyu Zha, Yujia Liu, Chengbo Zheng, Jiaqi XU, Fuze Yu, Jiangtao Gong, Yingqing XU. (09/2024). arXiv.
What is the application? Learning – Student Support, Communicating / Social Tools
Who is the user? Student
Which age? Middle School (6-8)
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Social Emotional, Outcomes – Durable Skills
Study design: Descriptive – Product Development, Impact – Randomized Controlled Trial, Quantitative – OthersComputational Language Analysis Reveals that Process-Oriented Thinking About Belonging Aids the College Transition
Dorottya Demszky, C. Lee Williams, Shannon T. Brady, Shashanka Subrahmanya, Eric Gaudiello, Gregory M. Walton, Johannes C. Eichstaedt. (09/2024). EdWorkingPapers.
What is the application? Analyzing
Who is the user?
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation, Outcomes – Social Emotional
Study design: Impact – Randomized Controlled Trial, Technical – ComputationalGPT-4 as a Homework Tutor can Improve Student Engagement and Learning Outcomes
Alessandro Vanzo, Sankalan Pal Chowdhury, Mrinmaya Sachan. (09/2024). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? High School (9-12)
Why use AI? Outcomes – Other Academic, Outcomes – Social Emotional
Study design: Impact – Randomized Controlled TrialImpact of Guidance and Interaction Strategies for LLM Use on Learner Performance and Perception
Harsh Kumar, Ilya Musabirov, Mohi Reza, Jiakai Shi, Xinyuan Wang, Joseph Jay Williams, Anastasia Kuzminykh, Michael Liut. (08/2024). arXiv.
What is the application? Learning – Student Support
Who is the user? Student, Others
Which age? Post-Secondary, Adult
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialGenerative AI enhances individual creativity but reduces the collective diversity of novel content
Anil R. Doshi, Oliver P. Hauser. (07/2024). ScienceAdvances.
What is the application?
Who is the user? Others
Which age? Adult
Why use AI? Outcomes – Literacy, Outcomes – Differentiation, Other
Study design: Impact – Randomized Controlled TrialGenerative AI Can Harm Learning
Hamsa Bastani, Osbert Bastani, Alp Sungu, Haosen Ge, Ozge Kabaci, Rei Mariman. (07/2024). SSRN.
What is the application? Learning – Student Support
Who is the user? Student
Which age? High School (9-12)
Why use AI? Outcomes – Numeracy, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialEffectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy
Gilberto Huesca, Yolanda Mart’nez-Trevi–o, JosŽ Mart’n Molina-Espinosa, Ana Raquel Sanrom‡n-Calleros, Roberto Mart’nez-Rom‡n, Eduardo Antonio Cendejas-Castro and Raime Bustos. (06/2024). Education Sciences.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialUsing Llms To Bring Evidence-Based Feedback Into The Classroom: AI-Generated Feedback Increases Secondary Students' Text Revision, Motivation, And Positive Emotions
Jennifer Meyer, Thorben Jansen, Ronja Schiller, Lucas W. Liebenow, Marlene Steinbach, Andrea Horbach, Johanna Fleckenstein. (06/2024). Computers and Education: Artificial Intelligence.
What is the application? Teaching – Assessment and Feedback
Who is the user? Student
Which age? High School (9-12)
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Social Emotional
Study design: Impact – Randomized Controlled TrialImproving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?
Yasemin Copur-Gencturk, Jingxian Li, Sebnem Atabas. (05/2024). American Educational Research Journal.
What is the application? Teaching – Professional Learning
Who is the user? Educator
Which age? Middle School (6-8), Adult
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialEffective and Scalable Math Support: Experimental Evidence on the Impact of an AI- Math Tutor in Ghana
Owen Henkel, Hannah Horne-Robinson, Nessie Kozhakhmetova, Amanda Lee. (05/2024). 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? Efficiency, Outcomes – Numeracy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills
Zachary A. Pardos, Shreya Bhandari. (05/2024). PLOS ONE.
What is the application? Learning – Student Support
Who is the user? Student
Which age? High School (9-12), Post-Secondary
Why use AI? Efficiency, Outcomes – Numeracy
Study design: Impact – Randomized Controlled TrialAI Tutoring Outperforms Active Learning
Gregory Kestin, Kelly Miller, Anna Klales, Timothy Milbourne, Gregorio Ponti. (05/2024). Research Square.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled Trial
