A systematic review and meta-analysis of randomized controlled trials brings computer-assisted learning platforms and generative AI tools into a common framework under common inclusion criteria and on a common effect-size scale, finding no evidence that generative tools outperform the technologies that preceded them.
Despite growing investment in education technology, evidence on how to integrate digital tools eectively into public education systems remains limited. Substituting classroom instruction with computer-aided learning has often failed to improve outcomes, even though schools remain the most direct route to scale educatio...
Juanita Bloomfield, A. Balsa, Alejandro Cid· 0 citations
Students increasingly study alongside generative artificial intelligence (AI), yet unguided access to fluent answers invites cognitive offloading, and there is little evidence on which configurations of AI tutoring produce learning. Two design margins are usually bundled together: pedagogical structure (how the tutor t...
Shi-Hao Yang, Marshall W. van Alstyne, Chrysanthos N. Dellarocas· 0 citations
This study evaluates the feasibility of integrating Gemini AI to counteract declining student motivation driven by conventional teaching methodologies at Pamulang University, South Tangerang. Utilizing an integrated SWOT and TELOS (Technical, Economic, Legal, Operational, and Schedule) framework, the research analyzes...
Raihand Ramadhani Abdul Sayeed, Emi Sita Eriana, Afrizal Zein· bit-Tech· 0 citations
The dominant narrative casts large language models (LLMs) as a low-cost realization of Bloom’s two-sigma tutor: patient, always available, personalizing at scale. Self-paced online learning, the fastest-growing segment of higher and continuing education and the backbone of the data-science workforce pipeline, is where...
H. Jamil· Big Data and Cognitive Compu...· 0 citations
It is concluded that ITSs should function as human-guided instructional resources rather than autonomous replacements for teachers, and their responsible implementation requires pedagogical and curricular alignment, teacher preparedness, accessible infrastructure, valid assessment, transparent data governance, and cont...
I. Ogunsakin, M. A. Ayanwale, O. Falebita et al.· Frontiers in Education· 0 citations
This dissertation examines AI-powered personalized learning during primary school fraction instruction, a domain that is foundational to later mathematics and STEM achievement and contributes classroom-based evidence to ongoing discussion about the capabilities and limits of adaptive AI systems in elementary mathematic...
Kenneth Holman· 1 citation
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