Date
Publisher
EdWorking Papers
Despite the rapid adoption of AI-powered learning tools in K–12 classrooms, there is limited evidence about their effectiveness in improving student learning. This paper examines the usage of Goblins—a teacher-mediated multimodal AI math platform that allows students to type, draw, and speak while receiving personalized feedback—and how that usage associates with middle school math achievement. The study took place in a large Arizona school district where Goblins was offered to all middle grade math teachers in the 2025–26 school year. Using a weighted propensity design, we find that Goblins usage is associated with a 0.11 standard deviation increase in MAP math scores within the district where students in the highest usage group demonstrate a growth of 0.31 standard deviations. These results contribute to emerging research that examines the extent to which sustained engagement with AI-powered tutoring can improve math achievement.
Study at a glance
- Question: How does using an AI math platform relate to middle school math achievement?
- Setting and data: Middle school math students in a large Arizona school district during the 2025–26 school year.
- Method: Weighted propensity design (Matching / weighting)
Why it matters
Despite the rapid adoption of AI-powered learning tools in K–12 classrooms, there is limited evidence about their effectiveness in improving student learning.
Key findings
- Using the Goblins platform is associated with a 0.11 standard deviation increase in MAP math scores within the district.
- Students with the highest platform usage demonstrate math score growth of 0.31 standard deviations.
- Sustained engagement with AI-powered tutoring can relate to improved middle school math achievement.
Summary drafted with AI from the paper’s abstract and may contain errors. See the full paper for details.
What is the application?
Who age?
Why use AI?
Study design
