Descriptive – Implementation and Use

Takeaways

Educators find AI tools most valuable for generating teaching materials, providing personalized feedback, automating grading tasks, and creating differentiated assessments, with 40% of teachers using ChatGPT weekly and reporting significant time savings (Wang & Demszky (2023), Mogavi et al. (2023)).
Students primarily use AI tools for brainstorming, improving writing, seeking explanations, and solving problems rather than directly copying content, suggesting that with proper guidance, AI can enhance rather than replace critical thinking (Levine et al. (2024), Lodzikowski et al. (2024)).
Structured guidance significantly improves students' interactions with AI tools, resulting in more relevant queries and better learning outcomes than unstructured approaches, suggesting schools should develop clear protocols for AI use (Kumar et al. (2024), MacNeil et al. (2024)).
Multi-modal AI systems that incorporate visual, auditory, and text-based interactions show greater effectiveness for diverse learners, particularly for students with disabilities and English language learners (Bewersdorff et al. (2024), Wang et al. (2024)).
Schools should approach AI implementation with a pedagogy-first mindset, focusing on how AI can enhance (not replace) existing teaching practices, fostering critical thinking skills, and maintaining emphasis on student effort and engagement rather than quick answers (Elstad & Eriksen (2024), Tu et al. (2023)).

Research synthesis is AI-generated, human reviewed. Updated 03/2025.

Displaying 1 - 30 of 170

LLMs as Educational Analysts: Transforming Multimodal Data Traces into Actionable Reading Assessment Reports

Eduardo Davalos, Yike Zhang, Namrata Srivastaval, Jorge Alberto Salas, Sara McFadden, Sun-Joo Cho, Gautam Biswas, Amanda Goodwin. (03/2025). arXiv. https://arxiv.org/pdf/2503.02099
How Do Teachers Create Pedagogical Chatbots?: Current Practices and Challenges

Minju Yoo, Hyoungwook Jin, Juho Kim. (03/2025). arXiv. https://arxiv.org/pdf/2503.00967
Educator Attention: How computational tools can systematically identify the distribution of a key resource for students

Qingyang Zhang, Rose E. Wang, Ana T. Ribeiro, Dora Demszky, Susanna Loeb. (03/2025). EdWorkingPapers. https://edworkingpapers.com/ai25-1144
MindCraft: Revolutionizing Education through AI-Powered Personalized Learning and Mentorship for Rural India

Arihant Bardia, Aayush Agrawal. (02/2025). arXiv. https://www.arxiv.org/abs/2502.05826
Understanding Generative AI Risks for Youth: A Taxonomy Based on Empirical Data

Yaman Yu, Yiren Liu, Jacky Zhang, Yun Huang, Yang Wang. (02/2025). arXiv. https://www.arxiv.org/abs/2502.16383
Improve LLM-based Automatic Essay Scoring with Linguistic Features

Zhaoyi Joey Hou, Alejandro Ciuba, Xiang Lorraine Li. (02/2025). arXiv. https://arxiv.org/pdf/2502.09497
SocratiQ: A Generative AI-Powered Learning Companion for Personalized Education and Broader Accessibility

Jason Jabbour, Kai Kleinbard, Olivia Miller, Robert Haussman, Vijay Janapa Reddi. (02/2025). arXiv. https://arxiv.org/pdf/2502.00341
The Responsible Development of Automated Student Feedback with Generative AI

Euan D Lindsay, Mike Zhang, Aditya Johri, and Johannes Bjerva. (02/2025). arXiv. http://arxiv.org/pdf/2308.15334v3
SET-PAIRED: Designing for Parental Involvement in Learning with an Al-Assisted Educational Robot

Hui-Ru Ho, Nitigya Kargeti, Ziqi Liu, Bilge Mutlu. (02/2025). arXiv. https://arxiv.org/pdf/2502.17623
Position: LLMs Can be Good Tutors in Foreign Language Education

Jingheng Ye, Shen Wang, Deqing Zhou, Yibo Yan, Kun Wang, Hai-Tao Zheng, Zenglin Xu, Irwin King, Philip S. Yu, Qingsong Wen. (02/2025). arXiv. https://arxiv.org/pdf/2502.05467
Unveiling Scoring Processes: Dissecting the Differences between LLMs and Human Graders in Automatic Scoring

Xuansheng Wu, Padmaja Pravin Saraf, Gyeonggeon Lee, Ehsan Latif, Ninghao Liu, Xiaoming Zhai. (02/2025). arXiv. http://arxiv.org/pdf/2407.18328v2
Autograding Mathematical Induction Proofs with Natural Language Processing

Chenyan Zhao, Mariana Silva, Seth Poulsen. (02/2025). arXiv. http://arxiv.org/pdf/2406.10268v2
A Study on Educational Data Analysis and Personalized Feedback Report Generation Based on Tags and ChatGPT*

Yizhou Zhou, Mengqiao Zhang, Yuan-Hao Jiang, Xinyu Gao, Naijie Liu, Bo Jiang. (01/2025). arXiv. http://arxiv.org/pdf/2501.06819v1
iLLuMinaTE: An LLM-XAI Framework Leveraging Social Science Explanation Theories Towards Actionable Student Performance Feedback

Vinitra Swamy, Davide Romano, Bhargav Srinivasa Desikan, Oana-Maria Camburu, Tanja K‚àö¬ßser. (01/2025). arXiv. http://arxiv.org/pdf/2409.08027v2
Enhancing textual textbook question answering with large language models and retrieval augmented generation

Hessa A. Alawwad, Areej Alhothali, Usman Naseem, Ali Alkhathlan, Amani Jamal. (01/2025). arXiv. http://arxiv.org/pdf/2402.05128v3
Fine-tuning ChatGPT for Automatic Scoring of Written Scientific Explanations in Chinese

Jie Yang, Ehsan Latif, Yuze He, Xiaoming Zhai. (01/2025). arXiv. http://arxiv.org/pdf/2501.06704v1
Evaluating GenAl for Simplifying Texts for Education: Improving Accuracy and Consistency for Enhanced Readability

Stephanie L. Day, Jacapo Cirica, Steven R. Clapp, Veronika Penkova, Amy E. Giroux, Abbey Banta, Catherine Bordeau, Poojitha Mutteneni, Ben D. Sawyer. (01/2025). arXiv. http://arxiv.org/pdf/2501.09158v1
Bridging the Early Science Gap with Artificial Intelligence: Evaluating Large Language Models as Tools for Early Childhood Science Education

Annika Bush, Amin Alibakhshi. (01/2025). arXiv. http://arxiv.org/pdf/2501.01192v2
Debugging Without Error Messages
How LLM Prompting Strategy Affects Programming Error Explanation Effectiveness

Audrey Salmon, Katie Hammer, Eddie Antonio Santos, Brett A. Becker. (01/2025). arXiv. http://arxiv.org/pdf/2501.05706v1
Generative AI in Education: From Foundational Insights to the Socratic Playground for Learning

Xiangen Hu, Sheng Xu, Richard Tong, & Art Graesser. (01/2025). arXiv. http://arxiv.org/pdf/2501.06682v1
A Zero-Shot LLM Framework for Automatic Assignment Grading in Higher Education

Calvin Yeung, Jeff Yu, King Chau Cheung, Tat Wing Wong, Chun Man Chan, Kin Chi Wong, and Keisuke Fujii. (01/2025). arXiv. https://arxiv.org/pdf/2501.14305
Scaffold or Crutch? Examining College Students’ Use and Views of Generative AI Tools for STEM Education

Karen D. Wang, Zhangyang Wu, L'Nard Tufts II, Carl Wieman, Shima Salehi, Nick Haber. (12/2024). arXiv. https://arxiv.org/abs/2412.02653
ActiveAl: Enabling K-12 AI Literacy Education & Analytics at Scale

Ruiwei Xiao, Ying-Jui Tseng, Hanqi Li, Hsuan Nieu, Guanze Liao, John Stamper, Kenneth R. Koedinger. (12/2024). arXiv. https://arxiv.org/abs/2412.14200
"Give me the code" - Log Analysis of First-Year CS Students' Interactions With GPT

Pedro Alves, Bruno Pereira Cipriano. (12/2024). arXiv. http://arxiv.org/pdf/2411.17855v2
Harnessing AI in Secondary Education to Enhance Writing Competence

Eyvind Elstad, Harald Eriksen. (12/2024). arXiv. http://arxiv.org/pdf/2412.12117v1
Artificial Intelligence Policy Framework for Institutions

William Franz Lamberti. (12/2024). arXiv. https://arxiv.org/abs/2412.02834
Revolutionizing Undergraduate Learning: CourseGPT and Its Generative AI Advancements

Ahmad M. Nazar, Mohamed Y. Selim, Ashraf Gaffar, Shakil Ahmed. (12/2024). arXiv. https://arxiv.org/abs/2407.18310
You're (Not) My Type - Can LLMs Generate Feedback of Specific Types for Introductory Programming Tasks?

Dominic Lohr, Hieke Keuning, Natalie Kiesler. (12/2024). arXiv. http://arxiv.org/pdf/2412.03516v1
Transformative Influence of LLM and AI Tools in Student Social Media Engagement: Analyzing Personalization, Communication Efficiency, and Collaborative Learning

Masoud Bashiri, Kamran Kowsari. (12/2024). arXiv. https://arxiv.org/abs/2407.15012
Is ChatGPT Massively Used by Students Nowadays? A Survey on the Use of Large Language Models such as ChatGPT in Educational Settings

Jérémie Sublime, Ilaria Renna. (12/2024). arXiv. https://arxiv.org/abs/2412.17486

Search and Filter

Submit a research study

Descriptive – Implementation and Use

Takeaways

LLMs as Educational Analysts: Transforming Multimodal Data Traces into Actionable Reading Assessment Reports

How Do Teachers Create Pedagogical Chatbots?: Current Practices and Challenges

Educator Attention: How computational tools can systematically identify the distribution of a key resource for students

MindCraft: Revolutionizing Education through AI-Powered Personalized Learning and Mentorship for Rural India

Understanding Generative AI Risks for Youth: A Taxonomy Based on Empirical Data

Improve LLM-based Automatic Essay Scoring with Linguistic Features

SocratiQ: A Generative AI-Powered Learning Companion for Personalized Education and Broader Accessibility

The Responsible Development of Automated Student Feedback with Generative AI

SET-PAIRED: Designing for Parental Involvement in Learning with an Al-Assisted Educational Robot

Position: LLMs Can be Good Tutors in Foreign Language Education

Unveiling Scoring Processes: Dissecting the Differences between LLMs and Human Graders in Automatic Scoring

Autograding Mathematical Induction Proofs with Natural Language Processing

A Study on Educational Data Analysis and Personalized Feedback Report Generation Based on Tags and ChatGPT*

iLLuMinaTE: An LLM-XAI Framework Leveraging Social Science Explanation Theories Towards Actionable Student Performance Feedback

Enhancing textual textbook question answering with large language models and retrieval augmented generation

Fine-tuning ChatGPT for Automatic Scoring of Written Scientific Explanations in Chinese

Evaluating GenAl for Simplifying Texts for Education: Improving Accuracy and Consistency for Enhanced Readability

Bridging the Early Science Gap with Artificial Intelligence: Evaluating Large Language Models as Tools for Early Childhood Science Education

Debugging Without Error Messages
How LLM Prompting Strategy Affects Programming Error Explanation Effectiveness

Generative AI in Education: From Foundational Insights to the Socratic Playground for Learning

A Zero-Shot LLM Framework for Automatic Assignment Grading in Higher Education

Scaffold or Crutch? Examining College Students’ Use and Views of Generative AI Tools for STEM Education

ActiveAl: Enabling K-12 AI Literacy Education & Analytics at Scale

"Give me the code" - Log Analysis of First-Year CS Students' Interactions With GPT

Harnessing AI in Secondary Education to Enhance Writing Competence

Artificial Intelligence Policy Framework for Institutions

Revolutionizing Undergraduate Learning: CourseGPT and Its Generative AI Advancements

You're (Not) My Type - Can LLMs Generate Feedback of Specific Types for Introductory Programming Tasks?

Transformative Influence of LLM and AI Tools in Student Social Media Engagement: Analyzing Personalization, Communication Efficiency, and Collaborative Learning

Is ChatGPT Massively Used by Students Nowadays? A Survey on the Use of Large Language Models such as ChatGPT in Educational Settings