Research Study Repository
Research synthesis is AI-generated, human reviewed. Updated 05/2026.
Showing 91 - 112 of 112 results
The GPT Surprise: Offering Large Language Model Chat in a Massive Coding Class Reduced Engagement but Increased Adopters' Exam Performances
Allen Nie, Yash Chandak, Miroslav Suzara, Ali Malik, Juliette Woodrow, Matt Peng, Mehran Sahami, Emma Brunskill, Chris Piech. (04/2024). MyIDEAS.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary, Adult
Why use AI? Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialChatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills
Xi Cheng, Li Yin, Chaochao Lin, Zhaoning Shi, Hanxiao Zheng, Leqi Zhu, Xiabi Liu, Keran Chen, Rui Dong. (04/2024). ScienceDirect.
What is the application? Learning – Student Support, Communicating / Social Tools
Who is the user? Student
Which age? Elementary (PK5)
Why use AI? Outcomes – Literacy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialTeach AI How to Code: Using Large Language Models as Teachable Agents for Programming Education
Hyoungwook Jin, Seonghee Lee, Hyungyu Shin, Juho Kim. (03/2024). arXiv.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled Trial, Technical – ComputationalDoes Feedback on Talk Time Increase Student Engagement? Evidence from a Randomized Controlled Trial on a Math Tutoring Platform
Dorottya Demszky, Rose E. Wang, Sean Geraghty, Carol Yu. (03/2024). ACM Digital Library.
What is the application? Teaching – Assessment and Feedback, Learning – Student Support
Who is the user? Student, Educator
Which age? Elementary (PK5), Middle School (6-8), High School (9-12)
Why use AI? Outcomes – Numeracy, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialMathemyths: Leveraging Large Language Models to Teach Mathematical Language through Child-AI Co-Creative Storytelling
Chao Zhang, Xuechen Liu, Katherine Ziska, Soobin Jeon, Chi-Lin Yu, Ying Xu. (02/2024). arXiv.
What is the application? Teaching – Instructional Materials, Learning – Student Support
Who is the user? Student
Which age? Elementary (PK5)
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation, Outcomes – Durable Skills
Study design: Descriptive – Product Development, Impact – Randomized Controlled Trial, Technical – ComputationalChallenges and Opportunities of Moderating Usage of Large Language Models in Education
Lars Krupp, Steffen Steinert, Maximilian Kiefer-Emmanouilidis, Karina E. Avila, Paul Lukowicz, Jochen Kuhn, Stefan KŸchemann, Jakob Karolus. (12/2023). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialThe Impact of Student-AI Collaborative Feedback Generation on Learning Outcomes
Anjali Singh, Christopher Brooks, Xu Wang. (12/2023). OpenReview.
What is the application? Teaching – Assessment and Feedback
Who is the user? Student
Which age? Post-Secondary, Adult
Why use AI? Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialMath Education With Large Language Models: Peril or Promise?
Harsh Kumar, David M. Rothschild, Daniel G. Goldstein, Jake M. Hofman. (11/2023). SSRN.
What is the application? Teaching – Instructional Materials, Learning – Student Support
Who is the user? Student
Which age? High School (9-12)
Why use AI? Outcomes – Numeracy
Study design: Impact – Randomized Controlled TrialImproving Teachers' Questioning Quality through Automated Feedback: A Mixed-Methods Randomized Controlled Trial in Brick-and-Mortar Classrooms
Dorottya Demszky, Jing Liu, Heather C. Hill, Shyamoli Sanghi, Ariel Chung. (11/2023). EdWorkingPapers.
What is the application? Teaching – Professional Learning
Who is the user? Educator
Which age? Elementary (PK5), Middle School (6-8), High School (9-12)
Why use AI? Other
Study design: Impact – Randomized Controlled Trial, Quantitative – OthersAI Chatbots as Multi-Role Pedagogical Agents: Transforming Engagement in CS Education
Cassie Chen Cao, Zijian Ding, Jionghao Lin, Frank Hopfgartner. (08/2023). arXiv.
What is the application? Learning – Student Support, Communicating / Social Tools
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: Descriptive – Implementation and Use, Descriptive – Product Development, Impact – Randomized Controlled Trial, Technical – ComputationalM-Powering Teachers: Natural Language Processing Powered Feedback Improves 1:1 Instruction and Student Outcomes
Dorottya Demszky, Jing Liu. (07/2023). EdWorkingPapers.
What is the application? Teaching – Professional Learning
Who is the user? Educator
Which age? High School (9-12)
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Social Emotional, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialGPTeach: Interactive TA Training with GPT-based Students
Julia M. Markel, Steven G. Opferman, James A. Landay, Chris Piech. (07/2023). ACM Digital Library.
What is the application? Teaching – Professional Learning
Who is the user? Educator
Which age? Post-Secondary, Adult
Why use AI? Efficiency, Other
Study design: Descriptive – Product Development, Impact – Randomized Controlled Trial, Technical – Computational, Quantitative – OthersExperimental evidence on the productivity effects of generative artificial intelligence
Shakked Noy, Whitney Zhang. (07/2023). Science.
What is the application?
Who is the user? Others
Which age? Adult
Why use AI? Efficiency, Outcomes – Literacy
Study design: Impact – Randomized Controlled TrialThe effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation
Ramazan Yilmaz, Fatma Gizem Karaoglan Yilmaz. (06/2023). Computers and Education, Artificial Intelligence.
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 TrialInteraction With a Television Character Powered by Artificial Intelligence Promotes Children's Science Learning
Ying Xu, Julian Levine, Valery Vigil, Daniel Ritchie, Shan Zhang, Trisha Thomas, Carlos Barrera, Michelle Meza, Andres Sebastian Bustamante, Mark Warschauer. (04/2023). EdArXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Elementary (PK5)
Why use AI? Outcomes – Other Academic
Study design: Impact – Randomized Controlled TrialHome-Tutoring Services Assisted with Technology: Investigating the Role of Artificial Intelligence Using a Randomized Field Experiment
Jun Hyung Kim, Minki Kim, Do Won Kwak, Sol Lee. (09/2021). Sage.
What is the application? Teaching – Assessment and Feedback
Who is the user? Educator
Which age? Elementary (PK5), Middle School (6-8)
Why use AI? Outcomes – Numeracy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled Trial, Impact – Quasi–experimentalArtificial Intelligence, Teacher Tasks and Individualized Pedagogy
Bruno Ferman, Lycia Lima, Flavio Rivas. (02/2021). IDEAS.
What is the application? Teaching – Assessment and Feedback, Organizing
Who is the user? Student, Educator
Which age? High School (9-12), Post-Secondary
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialExperimental Evidence on Artificial Intelligence in the Classroom
Ferman, Bruno and Lima, Lycia and Riva, Flavio. (11/2020). RePEc.
What is the application? Teaching – Assessment and Feedback
Who is the user? Student, Educator
Which age? High School (9-12)
Why use AI? Efficiency, Outcomes – Literacy, Outcomes – Differentiation, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialStudent Learning Benefits Of A Mixed-Reality Teacher Awareness Tool In AI-Enhanced Classrooms
Kenneth Holstein, Bruce M. McLaren, Vincent Aleven. (06/2018). International Conference on Artificial Intelligence in Education.
What is the application? Analyzing, Teaching – Professional Learning, Teaching – Assessment and Feedback
Who is the user? Educator
Which age? Middle School (6-8)
Why use AI? Efficiency, Outcomes – Numeracy, Outcomes – Other Academic, Outcomes – Differentiation
Study design: Impact – Randomized Controlled TrialAI Assistance Reduces Persistence and Hurts Independent Performance
Grace Liu, Brian Christian, Tsvetomira Dumbalska, Michiel A. Bakker, Rachit Dubey. (01/1970). arXiv.
What is the application? Learning – Student Support
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Literacy, Outcomes – Numeracy, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled TrialThinking-Fast, Slow, and Artificial: How AI is Reshaping Human Reasoning and the Rise of Cognitive Surrender
Steven D. Shaw, Gideon Nave. (01/1970). arXiv.
What is the application? Learning – Student Support
Who is the user? Others
Which age? Adult
Why use AI? Efficiency, Outcomes – Other Academic, Outcomes – Durable Skills
Study design: Impact – Randomized Controlled Trial, Systematic ReviewAI For Proactive Mental Health: A Longitudinal, Multi-Institutional Trial
Julie Y. A. Cachia, Xuan Zhao, John Hunter, Delancey Wu, Eta Lin, Julian De Freitas. (). Harvard Business School.
What is the application? Learning – Student Support, Communicating / Social Tools
Who is the user? Student
Which age? Post-Secondary
Why use AI? Outcomes – Social Emotional
Study design: Impact – Randomized Controlled Trial
