Claims: A 3

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part - Abundance hypothesis: state test boredom relates negatively to performance on the difficult test part but not the easy part
• Abuse typology groups differed significantly on overall ADHD symptom scores, with only the non-abused group differing significantly from the three abuse groups in post hoc analysis - Abuse typology groups differed significantly on overall ADHD symptom scores, with only the non-abused group differing significantly from the three abuse groups in post hoc analysis
• Abusive generalization processes in the intuitive presentation are a source of potential semiotic conflicts - Abusive generalization processes in the intuitive presentation are a source of potential semiotic conflicts
• Academic acceleration does not covary with age-50 psychological well-being in intellectually precocious youth followed over 35 years - Academic acceleration does not covary with age-50 psychological well-being in intellectually precocious youth followed over 35 years
• Academic achievement deficits of students with E/BD appear stable across age, and worsen in the case of mathematics - Academic achievement deficits of students with E/BD appear stable across age, and worsen in the case of mathematics
• Academic achievement is moderately correlated with academic self-concept in African American middle school youth - Academic achievement is moderately correlated with academic self-concept in African American middle school youth
• Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work - Academic achievement is more likely in classrooms that combine personalism with a strong press toward academic work
• Academic achievement of students in foster care improved before the pandemic but lost all gains afterward, with only 19 percent meeting ELA standards in 2022–23 - Academic achievement of students in foster care improved before the pandemic but lost all gains afterward, with only 19 percent meeting ELA standards in 2022–23
• Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level - Academic achievement predicts disaffection but not behavioral/cognitive or emotional engagement at the between-student level
• Academic and behavioral classroom factors, not student demographics, drive the effect of composition on evaluator ratings - Academic and behavioral classroom factors, not student demographics, drive the effect of composition on evaluator ratings
• Academic and nonacademic skills developed in preschool and early elementary years are foundational to important longer-term outcomes - Academic and nonacademic skills developed in preschool and early elementary years are foundational to important longer-term outcomes
• Academic and test disengagement are connected through a common association with poor self-management - Academic and test disengagement are connected through a common association with poor self-management
• Academic anxiety mediates between one-tenth and one-fifth of the social class test gap across social class indicators, anxiety forms, and school domains - Academic anxiety mediates between one-tenth and one-fifth of the social class test gap across social class indicators, anxiety forms, and school domains
• Academic attainment (GCSE results) at age 16 mediates the association between childhood ADHD symptoms and late-adolescent depressive symptoms - Academic attainment (GCSE results) at age 16 mediates the association between childhood ADHD symptoms and late-adolescent depressive symptoms
• Academic attention problems do not mediate a long-term relationship between academic-media multitasking and achievement - Academic attention problems do not mediate a long-term relationship between academic-media multitasking and achievement
• Academic behaviors have the most immediate effect on course grades; directly targeting grit is not an evidenced lever - Academic behaviors have the most immediate effect on course grades; directly targeting grit is not an evidenced lever
• Academic benefits of restorative practice exposure are stronger for Black and Latino/a students than for White students, suggesting practices can reduce racial gaps - Academic benefits of restorative practice exposure are stronger for Black and Latino/a students than for White students, suggesting practices can reduce racial gaps
• Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high - Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high
• Academic burnout is widespread among secondary vocational students - Academic burnout is widespread among secondary vocational students
• Academic career structures have undergone progressive precarization, marked by an increase in temporary contracts and part-time jobs, under marketized higher education - Academic career structures have undergone progressive precarization, marked by an increase in temporary contracts and part-time jobs, under marketized higher education
• Academic chatbot outreach increased the likelihood students earned an A or B by four percentage points across two large online undergraduate courses - Academic chatbot outreach increased the likelihood students earned an A or B by four percentage points across two large online undergraduate courses
• Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade - Academic convergence between preschool and informal-care groups occurs almost entirely in kindergarten and first grade
• Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing - Academic disengagement behaviors such as chronic absenteeism and course failures are related to test disengagement behaviors such as rapid guessing
• Academic dishonesty measure type moderates performance goal associations: behavioral and intention measures reveal positive links that self-reports mask - Academic dishonesty measure type moderates performance goal associations: behavioral and intention measures reveal positive links that self-reports mask
• Academic emotions cluster into four groups by antecedents, with anxiety and hopelessness highly correlated (r > .70) yet kept as separate scales - Academic emotions cluster into four groups by antecedents, with anxiety and hopelessness highly correlated (r > .70) yet kept as separate scales
• Academic emotions moderate the relationship between belonging and achievement - Academic emotions moderate the relationship between belonging and achievement
• Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect - Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect
• Academic engagement and regulation of behavior and context show incremental validity over cognitive predictors of university GPA - Academic engagement and regulation of behavior and context show incremental validity over cognitive predictors of university GPA
• Academic grit has a significant positive effect on primary students' math achievement - Academic grit has a significant positive effect on primary students' math achievement
• Academic grit mediates a positive indirect effect of growth math mindset on math achievement - Academic grit mediates a positive indirect effect of growth math mindset on math achievement
• Academic high school freshmen show a very wide range of intelligence, but the group as a whole covers about the upper half of the population distribution - Academic high school freshmen show a very wide range of intelligence, but the group as a whole covers about the upper half of the population distribution
• Academic historians' epistemic processes extend well beyond source analysis and writing
• Academic impacts of closures hinge on the quality of receiving schools, and fewer than half of displaced students transfer to higher-performing schools - Academic impacts of closures hinge on the quality of receiving schools, and fewer than half of displaced students transfer to higher-performing schools
• Academic integrity and transparency is the strongest predictor of ethical GenAI use, followed by ethical and technical AI literacy and critical thinking - Academic integrity and transparency is the strongest predictor of ethical GenAI use, followed by ethical and technical AI literacy and critical thinking
• Academic integrity concerns were the third most prevalent pedagogical limitation, reported in 20 of 54 studies (37%) - Academic integrity concerns were the third most prevalent pedagogical limitation, reported in 20 of 54 studies (37%)
• Academic integrity terms dominate HI/HIM AI policy content while healthcare regulatory references (HIPAA, FERPA, IRB) appear infrequently - Academic integrity terms dominate HI/HIM AI policy content while healthcare regulatory references (HIPAA, FERPA, IRB) appear infrequently
• Academic integrity was the panel's most frequently cited GenAI policy concern, requiring clear definitions of misconduct and enforceable consequences - Academic integrity was the panel's most frequently cited GenAI policy concern, requiring clear definitions of misconduct and enforceable consequences
• Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently - Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently
• Academic misconduct emerges primarily from systemic pressures rather than individual moral failure, and academic integrity is a collective epistemic practice institutions must sustain - Academic misconduct emerges primarily from systemic pressures rather than individual moral failure, and academic integrity is a collective epistemic practice institutions must sustain
• Academic orientation mediated the effect of class mean interest on subsequent individual interest in German - Academic orientation mediated the effect of class mean interest on subsequent individual interest in German
• Academic performance indicators correctly identified a larger share of eventual off-track students than the attendance indicator - Academic performance indicators correctly identified a larger share of eventual off-track students than the attendance indicator
• Academic procrastination and learned helplessness positively predict cheating tendency, while academic self-efficacy negatively predicts it among university students - Academic procrastination and learned helplessness positively predict cheating tendency, while academic self-efficacy negatively predicts it among university students
• Academic readiness and adaptive behaviors at school entry predict higher academic achievement at the end of first grade - Academic readiness and adaptive behaviors at school entry predict higher academic achievement at the end of first grade
• Academic rebounding in reading and math was uneven across school years and summers, especially in reading - Academic rebounding in reading and math was uneven across school years and summers, especially in reading
• Academic resilience scales show high pooled internal consistency (α/ω = 0.89) with substantial heterogeneity - Academic resilience scales show high pooled internal consistency (α/ω = 0.89) with substantial heterogeneity
• Academic risk status does not significantly moderate the mind-set–achievement correlation - Academic risk status does not significantly moderate the mind-set–achievement correlation
• Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French - Academic self-concept predicts lagged (across-semester) changes in academic skills in both mathematics and French
• Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance - Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance
• Academic self-efficacy does not significantly predict academic stress, and social influence does not directly predict AI dependence - Academic self-efficacy does not significantly predict academic stress, and social influence does not directly predict AI dependence
• Academic self-efficacy is associated with high school graduation rates and mathematics achievement - Academic self-efficacy is associated with high school graduation rates and mathematics achievement
• Academic self-efficacy is negatively associated with AI dependency among university students - Academic self-efficacy is negatively associated with AI dependency among university students
• Academic self-efficacy is positively associated with school satisfaction among student parents, both directly and indirectly through school-family balance - Academic self-efficacy is positively associated with school satisfaction among student parents, both directly and indirectly through school-family balance
• Academic self-efficacy was not significantly associated with final test performance - Academic self-efficacy was not significantly associated with final test performance
• Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies - Academic self-management interventions for students with emotional and behavioral disorders show a large overall mean effect size of 1.80 across 22 studies
• Academic self-regulation in 8th grade robustly predicts both GPA and school adjustment in 9th grade - Academic self-regulation in 8th grade robustly predicts both GPA and school adjustment in 9th grade
• Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French - Academic skills predict contemporaneous (within-semester) changes in academic self-concept in both mathematics and French
• Academic staff experienced the AIAS as a shared language that legitimised GenAI use in teaching and assessment - Academic staff experienced the AIAS as a shared language that legitimised GenAI use in teaching and assessment
• Academic staff follow a traditional foundational-to-advanced GenAI skill trajectory, with creation items the least endorsed - Academic staff follow a traditional foundational-to-advanced GenAI skill trajectory, with creation items the least endorsed
• Academic status shows a significant overall association with classification accuracy, but sex does not; individual status contrasts are exploratory - Academic status shows a significant overall association with classification accuracy, but sex does not; individual status contrasts are exploratory
• Academic subjects were graded to a markedly higher standard than shop subjects, with far larger shares of grades below passing - Academic subjects were graded to a markedly higher standard than shop subjects, with far larger shares of grades below passing
• Academic Support students, who attended regularly but earned below a 3.0 GPA, made up nearly 40 percent of students and saw academic struggles persist beyond the middle grades - Academic Support students, who attended regularly but earned below a 3.0 GPA, made up nearly 40 percent of students and saw academic struggles persist beyond the middle grades
• Academic use of ChatGPT correlates most strongly with its use for language-related tasks - Academic use of ChatGPT correlates most strongly with its use for language-related tasks
• Academic vocabulary is directly related to fifth-grade geometric skills over and above arithmetic skills - Academic vocabulary is directly related to fifth-grade geometric skills over and above arithmetic skills
• Academic vocabulary relates to hypothesis validation and experimentation but not to generating conclusions in sixth graders - Academic vocabulary relates to hypothesis validation and experimentation but not to generating conclusions in sixth graders
• Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills - Academic vocabulary, verbal reasoning, nonverbal reasoning, and working memory directly predict sixth-grade geometric and fraction skills
• Academic word list count, word count, and Flesch-Kincaid grade level are the most important features for predicting cognitive engagement in discussion posts - Academic word list count, word count, and Flesch-Kincaid grade level are the most important features for predicting cognitive engagement in discussion posts
• Academic-media multitasking and academic achievement are cross-sectionally related in adolescents - Academic-media multitasking and academic achievement are cross-sectionally related in adolescents
• Academic-media multitasking predicts an increase in subsequent academic attention problems - Academic-media multitasking predicts an increase in subsequent academic attention problems
• Academic-media multitasking shows no direct long-term relationship with subsequent academic achievement in adolescents - Academic-media multitasking shows no direct long-term relationship with subsequent academic achievement in adolescents
• Academically advanced students default to traditional feeder colleges: over 40 percent of four-year enrollees attend one of the six most popular CPS colleges - Academically advanced students default to traditional feeder colleges: over 40 percent of four-year enrollees attend one of the six most popular CPS colleges
• Academically low-achieving students in Knowledge Building demonstrated high joy and low frustration and boredom, with emotions transitioning to similar states - Academically low-achieving students in Knowledge Building demonstrated high joy and low frustration and boredom, with emotions transitioning to similar states
• Academics and students experienced both positive and negative emotions in relation to GenAI. - Academics and students experienced both positive and negative emotions in relation to GenAI.
• Academics hold both positive and negative views of Web 2.0 tools for self-actualisation, with creativity skills the most frequent positive and time loss the most frequent negative - Academics hold both positive and negative views of Web 2.0 tools for self-actualisation, with creativity skills the most frequent positive and time loss the most frequent negative
• Academics most often name Facebook as the Web 2.0 tool they use to realise belonging and love needs - Academics most often name Facebook as the Web 2.0 tool they use to realise belonging and love needs
• Academics most often name Gmail and Google Drive as the Web 2.0 tools they use to realise safety needs - Academics most often name Gmail and Google Drive as the Web 2.0 tools they use to realise safety needs
• Academics most often name Instagram and LinkedIn as the Web 2.0 tools they use to realise esteem needs - Academics most often name Instagram and LinkedIn as the Web 2.0 tools they use to realise esteem needs
• Academics most often name smartphones and personal computers as the tools they use to realise physiological needs - Academics most often name smartphones and personal computers as the tools they use to realise physiological needs
• Academics most often name YouTube and Instagram as the Web 2.0 tools they use to realise self-actualisation needs - Academics most often name YouTube and Instagram as the Web 2.0 tools they use to realise self-actualisation needs
• Academics who never use AI report higher guilt than users, with significant differences on anticipated remorse and research-writing guilt - Academics who never use AI report higher guilt than users, with significant differences on anticipated remorse and research-writing guilt
• Academy graduates report feeling more empowered and staying on the job longer - Academy graduates report feeling more empowered and staying on the job longer
• ACC activation to reward during reversal is positively associated with reversal learning performance in stress-exposed adolescents - ACC activation to reward during reversal is positively associated with reversal learning performance in stress-exposed adolescents
• Accelerated middle schools show positive effects on progressing in school, with an average improvement index of +35 percentile points - Accelerated middle schools show positive effects on progressing in school, with an average improvement index of +35 percentile points
• Accelerated middle schools show potentially positive effects on staying in school, with an average improvement index of +18 percentile points - Accelerated middle schools show potentially positive effects on staying in school, with an average improvement index of +18 percentile points
• Accelerated Reader has no discernible effects on reading fluency or comprehension for adolescent learners - Accelerated Reader has no discernible effects on reading fluency or comprehension for adolescent learners
• Acceptance rates increase with writing progress, with the L2-over-L1 advantage widening in later stages - Acceptance rates increase with writing progress, with the L2-over-L1 advantage widening in later stages
• Acceptance scores are broadly held across learner characteristics, with frequency of use the only significant and weak predictor - Acceptance scores are broadly held across learner characteristics, with frequency of use the only significant and weak predictor
• Access and resource disparities in AI usage widen divides among postsecondary students - Access and resource disparities in AI usage widen divides among postsecondary students
• Access to 8th-grade Algebra remains highly inequitable across the United States - Access to 8th-grade Algebra remains highly inequitable across the United States
• Access to a complete single-discipline course sequence is rare in NWEA partner middle schools - Access to a complete single-discipline course sequence is rare in NWEA partner middle schools
• Access to a generative-AI assistant raises task performance for both lower- and higher-education adults, with significantly larger gains for lower-education participants - Access to a generative-AI assistant raises task performance for both lower- and higher-education adults, with significantly larger gains for lower-education participants
• Access to a standard GPT-4 chat tutor during practice substantially improves practice performance in high school mathematics - Access to a standard GPT-4 chat tutor during practice substantially improves practice performance in high school mathematics
• Access to a structured conversational AI tutor increased post-test content scores over a no-AI holdout with ambient consumer AI available - Access to a structured conversational AI tutor increased post-test content scores over a no-AI holdout with ambient consumer AI available
• Access to AI advice roughly doubled reported confidence in answers in one experiment - Access to AI advice roughly doubled reported confidence in answers in one experiment
• Access to an LLM assistant during practice did not significantly lower subsequent unaided test performance - Access to an LLM assistant during practice did not significantly lower subsequent unaided test performance
• Access to and consistent use of automated centring technology remain limited among CT radiographers - Access to and consistent use of automated centring technology remain limited among CT radiographers
• Access to computing instruction in US schools is limited and inequitable by school level and poverty - Access to computing instruction in US schools is limited and inequitable by school level and poverty
• Access to evidence-based strategies and understanding how students learn are top motivators for both groups' interest in DLP research - Access to evidence-based strategies and understanding how students learn are top motivators for both groups' interest in DLP research
• Access to expert-verified AI study materials is associated with a 2.34-mark difference-in-differences advantage on a 50-mark examination component, reflecting protection from a decline rather than a rise - Access to expert-verified AI study materials is associated with a 2.34-mark difference-in-differences advantage on a 50-mark examination component, reflecting protection from a decline rather than a r
• Access to high-quality principal learning varies by school poverty level: principals in high-poverty schools report fewer opportunities - Access to high-quality principal learning varies by school poverty level: principals in high-poverty schools report fewer opportunities
• Access to mentors and coaches is inequitably distributed, with high-poverty schools far less likely to have supported principals - Access to mentors and coaches is inequitably distributed, with high-poverty schools far less likely to have supported principals
• Access to restorative practices is inequitable: schools with more Black and economically disadvantaged students show lower restorative practice utilization - Access to restorative practices is inequitable: schools with more Black and economically disadvantaged students show lower restorative practice utilization
• Access to student teaching and residency pathways is unequal: only 46% of Black and 50% of Native American completers participated, and fewer than one third of education specialists did so - Access to student teaching and residency pathways is unequal: only 46% of Black and 50% of Native American completers participated, and fewer than one third of education specialists did so
• Access to subsidized ECE is extremely limited for California infants and toddlers, with approximately 14% of eligible infants and toddlers enrolled - Access to subsidized ECE is extremely limited for California infants and toddlers, with approximately 14% of eligible infants and toddlers enrolled
• Access to web-based information creates illusions of learning and reduces memorization - Access to web-based information creates illusions of learning and reduces memorization
• Accessibility attenuation buys reduced sensory burden at a measurable, monotone cost in capture resistance - Accessibility attenuation buys reduced sensory burden at a measurable, monotone cost in capture resistance
• Accommodation policies drift over time as public or industry expectations change and new technology arises - Accommodation policies drift over time as public or industry expectations change and new technology arises
• Accommodator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes - Accommodator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes
• Accompanying sentences with an image improves comprehension accuracy, significantly so for sentences containing low-frequency words - Accompanying sentences with an image improves comprehension accuracy, significantly so for sentences containing low-frequency words
• According to a probabilistic population neural model, VGPs make better use of the evidence, with log odds 19% higher than NVGPs in the motion task - According to a probabilistic population neural model, VGPs make better use of the evidence, with log odds 19% higher than NVGPs in the motion task
• According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases - According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases
• Accountability can produce positive or negative effects depending on type, decision context, and task nature - Accountability can produce positive or negative effects depending on type, decision context, and task nature
• Accountability management system indicator scores average higher than elementary schools' digital transformation capability indicator scores - Accountability management system indicator scores average higher than elementary schools' digital transformation capability indicator scores
• Accountability pressures overshadowed the survey's improvement potential without reducing its predictive power - Accountability pressures overshadowed the survey's improvement potential without reducing its predictive power
• Accountability sanction effects were not consistent across years and outcomes - Accountability sanction effects were not consistent across years and outcomes
• Accountability strengths lie in school climate and communication while stakeholder-involved vision evaluation scores lowest - Accountability strengths lie in school climate and communication while stakeholder-involved vision evaluation scores lowest
• Accounting for learning behavior attenuates profile-related exam score differences, eliminating significance in Python - Accounting for learning behavior attenuates profile-related exam score differences, eliminating significance in Python
• Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers - Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers
• Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss - Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss
• Accumulated deliberate practice is associated with performance, explaining a domain-dependent share of its variance: about a quarter in games, 4% in education and under 1% in professions
• Accumulation and cross-text elaboration are uncorrelated and show opposite-sign correlations with intertextual comprehension - Accumulation and cross-text elaboration are uncorrelated and show opposite-sign correlations with intertextual comprehension
• Accuracy and speed of simple equation rearrangement increase with students' age across grades 7–12 - Accuracy and speed of simple equation rearrangement increase with students' age across grades 7–12
• Accuracy and the proportion of high bets decrease with increasing discrimination difficulty in both domains - Accuracy and the proportion of high bets decrease with increasing discrimination difficulty in both domains
• Accuracy differs significantly across moment-by-moment learning curve forms, with immediate drop highest and a downward trend in attempt accuracy as curve complexity increases. - Accuracy differs significantly across moment-by-moment learning curve forms, with immediate drop highest and a downward trend in attempt accuracy as curve complexity increases.
• Accuracy in retrieving orthographic and semantic information is not significantly affected by time spent handwriting or typing during learning - Accuracy in retrieving orthographic and semantic information is not significantly affected by time spent handwriting or typing during learning
• Accuracy in the mixed block decreases across trials while PES also decreases, independent of intelligence - Accuracy in the mixed block decreases across trials while PES also decreases, independent of intelligence
• Accuracy of experimentation shows no condition differences but a small condition effect and correlates strongly with conceptual understanding at post-test - Accuracy of experimentation shows no condition differences but a small condition effect and correlates strongly with conceptual understanding at post-test
• Accuracy on approximate addition decreases as ratio approaches 1, with a stronger ratio effect on the non-symbolic task - Accuracy on approximate addition decreases as ratio approaches 1, with a stronger ratio effect on the non-symbolic task
• Accuracy-cost value frontier: at $0.10 per million tokens, CDPK performance rose from 50% (April 2024) to 82% (June 2025) - Accuracy-cost value frontier: at $0.10 per million tokens, CDPK performance rose from 50% (April 2024) to 82% (June 2025)
• Accurate LLM solution diagnosis does not reliably produce pedagogically actionable feedback, with lowest rubric scores on error identification and actionability - Accurate LLM solution diagnosis does not reliably produce pedagogically actionable feedback, with lowest rubric scores on error identification and actionability
• Accurate teacher-student data links are required when high-stakes teacher evaluation decisions include student achievement growth - Accurate teacher-student data links are required when high-stakes teacher evaluation decisions include student achievement growth
• Accurately judging cue manifestations, not merely using diagnostic cues, improves teachers' monitoring accuracy; non-diagnostic student cues hamper it - Accurately judging cue manifestations, not merely using diagnostic cues, improves teachers' monitoring accuracy; non-diagnostic student cues hamper it
• ACE exposure is unevenly distributed: children below 400% FPL and Black and Hispanic children have higher prevalence of two or more ACEs - ACE exposure is unevenly distributed: children below 400% FPL and Black and Hispanic children have higher prevalence of two or more ACEs
• ACE scores show a graded negative association with prosocial behavior trajectories from age 3 to 14 - ACE scores show a graded negative association with prosocial behavior trajectories from age 3 to 14
• ACE scores show a graded positive association with externalizing behavior trajectories, the strongest of the three outcomes - ACE scores show a graded positive association with externalizing behavior trajectories, the strongest of the three outcomes
• ACE scores show a graded positive association with internalizing behavior trajectories from age 3 to 14 - ACE scores show a graded positive association with internalizing behavior trajectories from age 3 to 14
• ACE-outcome associations did not differ between girls and boys - ACE-outcome associations did not differ between girls and boys
• Acetylcholine gates memory encoding: surprising outcomes drive high release that encodes new memories distinct from prior ones, and focus lags alertness by several minutes - Acetylcholine gates memory encoding: surprising outcomes drive high release that encodes new memories distinct from prior ones, and focus lags alertness by several minutes
• Achieve3000 shows moderate ESSA evidence of positive effects on reading fluency - Achieve3000 shows moderate ESSA evidence of positive effects on reading fluency
• Achieve3000 usage predicted about 3.5 percent of current Lexile scores after controlling for pre-test Lexile, motivation, and age - Achieve3000 usage predicted about 3.5 percent of current Lexile scores after controlling for pre-test Lexile, motivation, and age
• Achievement across the four instructional units followed a non-linear, sinusoid-like pattern with a pronounced drop in the final measure, and a non-linear latent growth model fit better than a linear one - Achievement across the four instructional units followed a non-linear, sinusoid-like pattern with a pronounced drop in the final measure, and a non-linear latent growth model fit better than a linear
• Achievement declines from 2019 to 2022 were larger for students in high-poverty schools than in low-poverty schools in grades 1–2 - Achievement declines from 2019 to 2022 were larger for students in high-poverty schools than in low-poverty schools in grades 1–2
• Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students - Achievement declines from 2019 to 2022 were smaller for Asian American and White first and second graders than for Hispanic, Black, and AIAN students
• Achievement disparities by student race/ethnicity widened substantively during the pandemic - Achievement disparities by student race/ethnicity widened substantively during the pandemic
• Achievement disparities remained wider in spring 2022 than before the pandemic, and constant-gain trends imply recovery timelines extending past federal recovery-fund spending deadlines - Achievement disparities remained wider in spring 2022 than before the pandemic, and constant-gain trends imply recovery timelines extending past federal recovery-fund spending deadlines
• Achievement effects accumulated over a third year in schools implementing personalized learning since 2012 or earlier, though not purely additively - Achievement effects accumulated over a third year in schools implementing personalized learning since 2012 or earlier, though not purely additively
• Achievement effects of group-based mastery learning are larger for elementary students than for high school or college students - Achievement effects of group-based mastery learning are larger for elementary students than for high school or college students
• Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations - Achievement emotion regulation strategies are linked to students' target emotions, with reappraisal and competence development showing the most pronounced relations
• Achievement emotion regulation strategies are related to, but distinct from, general emotion regulation strategies - Achievement emotion regulation strategies are related to, but distinct from, general emotion regulation strategies
• Achievement emotion regulation strategies relate to well-being, health, and academic achievement across three studies - Achievement emotion regulation strategies relate to well-being, health, and academic achievement across three studies
• Achievement gains lag in districts just below the 55% concentration-grant threshold, especially those enrolling 40–55% high-need students - Achievement gains lag in districts just below the 55% concentration-grant threshold, especially those enrolling 40–55% high-need students
• Achievement gains under new principals were larger and happened faster in DCPS middle schools than in elementary schools - Achievement gains under new principals were larger and happened faster in DCPS middle schools than in elementary schools
• Achievement gains were highest for PLI Exemplar teachers, while PLI Partner school teachers' gains were not higher than non-PLI teachers districtwide - Achievement gains were highest for PLI Exemplar teachers, while PLI Partner school teachers' gains were not higher than non-PLI teachers districtwide
• Achievement gap estimates are widely used to measure the effectiveness and fairness of the education system, so their accuracy and unbiasedness are necessary for appropriate conclusions - Achievement gap estimates are widely used to measure the effectiveness and fairness of the education system, so their accuracy and unbiasedness are necessary for appropriate conclusions
• Achievement gaps between high-poverty and low-poverty schools at kindergarten entry narrowed modestly but significantly between 2010 and 2017 - Achievement gaps between high-poverty and low-poverty schools at kindergarten entry narrowed modestly but significantly between 2010 and 2017
• Achievement gaps between low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during 2020–2021 - Achievement gaps between low-poverty and high-poverty elementary schools grew by .10–.20 SD, primarily during 2020–2021
• Achievement goal instructions show no main effects on achievement emotions in game-based learning - Achievement goal instructions show no main effects on achievement emotions in game-based learning
• Achievement goal profiles did not differ significantly in argumentative writing achievement, but did differ in narrative writing achievement - Achievement goal profiles did not differ significantly in argumentative writing achievement, but did differ in narrative writing achievement
• Achievement goals and achievement emotions are systematically interrelated across 2,644 effect sizes from 355 studies - Achievement goals and achievement emotions are systematically interrelated across 2,644 effect sizes from 355 studies
• Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals - Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals
• Achievement growth patterns between Catholic and public school students varied by age and subject - Achievement growth patterns between Catholic and public school students varied by age and subject
• Achievement of the lowest-growth schools varies dramatically, and fall achievement accounts for about 80% of spring achievement versus 14% for growth - Achievement of the lowest-growth schools varies dramatically, and fall achievement accounts for about 80% of spring achievement versus 14% for growth
• Achievement progress is steeper for students tested at younger ages, especially in math - Achievement progress is steeper for students tested at younger ages, especially in math
• Achievement rank-order stability is high across primary school, with written-language stability (β = 0.62–0.75) exceeding mathematics stability (β = 0.38–0.45) - Achievement rank-order stability is high across primary school, with written-language stability (β = 0.62–0.75) exceeding mathematics stability (β = 0.38–0.45)
• Achievement scores correlate very strongly across the three domains while enjoyment correlations are small to medium - Achievement scores correlate very strongly across the three domains while enjoyment correlations are small to medium
• Achievement shows positive within-domain and negative cross-domain effects on academic self-concept and value, replicating dimensional comparison theory - Achievement shows positive within-domain and negative cross-domain effects on academic self-concept and value, replicating dimensional comparison theory
• Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations are the most frequently reported correlates of motivation regulation - Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations are the most frequently reported correlates of motivation regulation
• Achievement-enjoyment effects are relatively robust to country-level moderators (HDI, Education Index, GDP per capita), except a stronger student-achievement effect on reading enjoyment in higher-HDI countries - Achievement-enjoyment effects are relatively robust to country-level moderators (HDI, Education Index, GDP per capita), except a stronger student-achievement effect on reading enjoyment in higher-HDI
• Achievement-quartile analysis shows the intervention was most effective for students in the 2nd quartile (25th–50th percentiles) of baseline achievement - Achievement-quartile analysis shows the intervention was most effective for students in the 2nd quartile (25th–50th percentiles) of baseline achievement
• Acknowledging the emotion to prevent further discussing it recognizes the emotion but constrains exploration of the underlying pedagogical problem - Acknowledging the emotion to prevent further discussing it recognizes the emotion but constrains exploration of the underlying pedagogical problem
• Acquired foveal fixation motives can transfer to the peripheral retina, forming a generalized retinal habit - Acquired foveal fixation motives can transfer to the peripheral retina, forming a generalized retinal habit
• Acquired skill of a very special sort influences other activities, sometimes helping and sometimes hindering them - Acquired skill of a very special sort influences other activities, sometimes helping and sometimes hindering them
• Acquisition of visual perception, motor coordination and visual-motor integration does not progress linearly across grades 1 to 5 - Acquisition of visual perception, motor coordination and visual-motor integration does not progress linearly across grades 1 to 5
• Across 1.77M answer-pair comparisons, explicit contradiction is rare (0.06%) while compatible differences in detail dominate (57.3% complementary) among non-absent pairs - Across 1.77M answer-pair comparisons, explicit contradiction is rare (0.06%) while compatible differences in detail dominate (57.3% complementary) among non-absent pairs
• Across 11 CORI studies, mean effect sizes ranged from 0.49 for self-efficacy to 1.20 for intrinsic motivation, generally exceeding average motivation-intervention effects - Across 11 CORI studies, mean effect sizes ranged from 0.49 for self-efficacy to 1.20 for intrinsic motivation, generally exceeding average motivation-intervention effects
• Across 11 states with transparent student group allocation, estimated combined additional funding for dual EL/low-income students ranged from $904 per pupil in Arkansas to $16,161 in New Jersey - Across 11 states with transparent student group allocation, estimated combined additional funding for dual EL/low-income students ranged from $904 per pupil in Arkansas to $16,161 in New Jersey
• Across 133 K-12 ML activities, a technical and a societal perspective on the same algorithm co-occur in roughly 3% of cases - Across 133 K-12 ML activities, a technical and a societal perspective on the same algorithm co-occur in roughly 3% of cases
• Across 15 school meditation studies, 61% of calculable effect sizes were statistically significant, with most effects small - Across 15 school meditation studies, 61% of calculable effect sizes were statistically significant, with most effects small
• Across 17 frontier models, Stage 1 pedagogical-judgment scores are high (mean 0.893) while rank correlations with Stage 2 (ρ=0.24) and Stage 3 (ρ=0.21) are weak, with workflow scores topping out at 0.704 - Across 17 frontier models, Stage 1 pedagogical-judgment scores are high (mean 0.893) while rank correlations with Stage 2 (ρ=0.24) and Stage 3 (ρ=0.21) are weak, with workflow scores topping out at 0.
• Across 1921 educational periodicals, unsolved research problems cluster most heavily in mental tests (16 mentions) and curriculum studies (15 mentions) - Across 1921 educational periodicals, unsolved research problems cluster most heavily in mental tests (16 mentions) and curriculum studies (15 mentions)
• Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions - Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions
• Across 25 studies of K-12 readers, individual differences in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integration - Across 25 studies of K-12 readers, individual differences in literacy, cognition, metacognition, knowledge, beliefs, and motivation are positively and moderately associated with intertextual integrati
• Across 28 K-12 AI pilot projects, AI demonstrated success at categorizing and coding datasets, translating language, and triangulating qualitative findings with quantitative data - Across 28 K-12 AI pilot projects, AI demonstrated success at categorizing and coding datasets, translating language, and triangulating qualitative findings with quantitative data
• Across 28 project contexts, human-in-the-loop and independent peer review identified no conceptual or mathematical hallucinations, and Python visualization scripts executed without compilation errors on the zero-shot attempt. - Across 28 project contexts, human-in-the-loop and independent peer review identified no conceptual or mathematical hallucinations, and Python visualization scripts executed without compilation errors
• Across 37 countries, polynomial models with nonlinear or interactive effects of autonomous and controlled motivation on mathematics achievement always fit better than linear additive-only models - Across 37 countries, polynomial models with nonlinear or interactive effects of autonomous and controlled motivation on mathematics achievement always fit better than linear additive-only models
• Across 38 countries, external control is highest in assessment and lowest in curriculum and budget - Across 38 countries, external control is highest in assessment and lowest in curriculum and budget
• Across 468 data points, human coders, LLMs, and both standards agreed on the same value in 280 cases (59.8%) - Across 468 data points, human coders, LLMs, and both standards agreed on the same value in 280 cases (59.8%)
• Across 59 reviewed studies, the most frequently reported effectiveness factor of AR enhanced analytics is tracking interaction, followed by context awareness and behaviour monitoring - Across 59 reviewed studies, the most frequently reported effectiveness factor of AR enhanced analytics is tracking interaction, followed by context awareness and behaviour monitoring
• Across 78 observed classrooms, 46% of teacher ratings were at the unsatisfactory or basic level, with AMPS teachers earning generally higher ratings than IDS and Renaissance 2010 teachers - Across 78 observed classrooms, 46% of teacher ratings were at the unsatisfactory or basic level, with AMPS teachers earning generally higher ratings than IDS and Renaissance 2010 teachers
• Across 88 investigated techniques, prior knowledge activation showed positive comprehension outcomes in 51 instances, negative in 15, neutral in 8, and mixed in 8 - Across 88 investigated techniques, prior knowledge activation showed positive comprehension outcomes in 51 instances, negative in 15, neutral in 8, and mixed in 8
• Across 90 grade-subject-level conditions, the three-piece piecewise model showed the lowest deviance for 64% of student-level and 78% of school-level models, outperforming both compound polynomial candidates - Across 90 grade-subject-level conditions, the three-piece piecewise model showed the lowest deviance for 64% of student-level and 78% of school-level models, outperforming both compound polynomial can
• Across a geometry curriculum, overall percent correct stays fairly constant over time while percent correct on actions involving a single skill increases, as ACT-R's knowledge-component claim predicts - Across a geometry curriculum, overall percent correct stays fairly constant over time while percent correct on actions involving a single skill increases, as ACT-R's knowledge-component claim predicts
• Across a review of 50 classroom experiments, lessons with question prompts consistently increased student learning compared to lessons without them - Across a review of 50 classroom experiments, lessons with question prompts consistently increased student learning compared to lessons without them
• Across administrations, the CBE may re-administer an item to the same student before the longitudinal exposure window elapses when the item bank cannot fulfill test requirements, which COLO does not allow - Across administrations, the CBE may re-administer an item to the same student before the longitudinal exposure window elapses when the item bank cannot fulfill test requirements, which COLO does not a
• Across all adult age groups and both genders, global performance judgments of mathematics and reading competence are on average overestimated - Across all adult age groups and both genders, global performance judgments of mathematics and reading competence are on average overestimated
• Across all age groups, relational reasoning accuracy is lower in the friend-present condition than in the experimenter-present condition overall - Across all age groups, relational reasoning accuracy is lower in the friend-present condition than in the experimenter-present condition overall
• Across all four challenge domains, students' intent to continue using AI significantly exceeds their current satisfaction with it - Across all four challenge domains, students' intent to continue using AI significantly exceeds their current satisfaction with it
• Across all RCTs, mindfulness-based interventions significantly improve mindfulness, executive functioning, attention, depression, anxiety/stress and negative behaviours in youth, with small effect sizes - Across all RCTs, mindfulness-based interventions significantly improve mindfulness, executive functioning, attention, depression, anxiety/stress and negative behaviours in youth, with small effect siz
• Across all three domains, trained StudentSim simulators outperform every baseline on guidance responsiveness (R), with the largest gap on open-ended guidance modes - Across all three domains, trained StudentSim simulators outperform every baseline on guidance responsiveness (R), with the largest gap on open-ended guidance modes
• Across all three experiments jointly, the interaction between treatment (contrasts versus control) and measurement occasion was significant, with a reliable quadratic trend - Across all three experiments jointly, the interaction between treatment (contrasts versus control) and measurement occasion was significant, with a reliable quadratic trend
• Across all three groups, discussion was dominated by epistemic actions—especially generative collaborative actions—with sharing knowledge more common in the synthesis phase and generative collaboration more prevalent in the application phase - Across all three groups, discussion was dominated by epistemic actions—especially generative collaborative actions—with sharing knowledge more common in the synthesis phase and generative collaboratio
• Across approximately 400 workshop participants, learners report that hands-on n-gram activities build a new mental model of LLMs as probabilistic next-word generation at scale - Across approximately 400 workshop participants, learners report that hands-on n-gram activities build a new mental model of LLMs as probabilistic next-word generation at scale
• Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering - Across basic and extended RI-CLPMs and CLPMs of five-wave secondary-school data, math self-concept and achievement show consistent reciprocal (bidirectional) directional ordering
• Across beginning, middle, and end of year time periods, 52 percent of Massachusetts K–3 grantees' students were ever classified as at any level of reading risk, about 27 percent at the highest risk levels, and 12 to 18 percent as potentially at risk of dyslexia - Across beginning, middle, and end of year time periods, 52 percent of Massachusetts K–3 grantees' students were ever classified as at any level of reading risk, about 27 percent at the highest risk le
• Across both experiments, self-assessment feedback failed to improve self-assessment accuracy in the absence of feedback, and learners' self-assessments did not track practice-driven performance gains - Across both experiments, self-assessment feedback failed to improve self-assessment accuracy in the absence of feedback, and learners' self-assessments did not track practice-driven performance gains
• Across both institutions, GATs showed no significant effect on long-term summative exam performance - Across both institutions, GATs showed no significant effect on long-term summative exam performance
• Across chess, L2 writing, and math, trained StudentSim simulators outperform every reference baseline on behavioral fidelity (F) - Across chess, L2 writing, and math, trained StudentSim simulators outperform every reference baseline on behavioral fidelity (F)
• Across countries in TIMSS 2007, the strongest estimated effects on math achievement were a positive effect of ClassMemo followed by a negative effect of ClassDaily, with median effects matching the Swedish pattern - Across countries in TIMSS 2007, the strongest estimated effects on math achievement were a positive effect of ClassMemo followed by a negative effect of ClassDaily, with median effects matching the Sw
• Across countries, the association between school autonomy and students' digital skills is conditional on teacher support, which the authors read as autonomy compensating where teacher support is low - Across countries, the association between school autonomy and students' digital skills is conditional on teacher support, which the authors read as autonomy compensating where teacher support is low
• Across CPS preparation pathways, traditional and residency student teachers completed more methods coursework, had lengthier programs, and planned more years in teaching than alternative-pathway student teachers - Across CPS preparation pathways, traditional and residency student teachers completed more methods coursework, had lengthier programs, and planned more years in teaching than alternative-pathway stude
• Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goal structures - Across cultures, classroom arrangements facilitating cooperative learning are more effective in supporting motivation and achievement than individual or competitive goal structures
• Across eight delayed-test comparisons, testing showed a small numerical advantage over restudy, but confidence intervals were wide and the combined effect imprecise - Across eight delayed-test comparisons, testing showed a small numerical advantage over restudy, but confidence intervals were wide and the combined effect imprecise
• Across everyday-mathematics studies, individuals tended to score higher on tasks linked to their everyday practices than on school-format versions of the same questions - Across everyday-mathematics studies, individuals tended to score higher on tasks linked to their everyday practices than on school-format versions of the same questions
• Across frontier LLMs, Counseling is the easiest educational activity center (average 8.78) while Assessment and Research are hardest (8.42), and performance degrades from Easy to Hard difficulty - Across frontier LLMs, Counseling is the easiest educational activity center (average 8.78) while Assessment and Research are hardest (8.42), and performance degrades from Easy to Hard difficulty
• Across goal-complex studies, autonomous reasons are strongly associated with achievement goal aims (pooled r = 0.54) - Across goal-complex studies, autonomous reasons are strongly associated with achievement goal aims (pooled r = 0.54)
• Across grade levels, children shift from a phonology-based strategy (PA) to a meaning-based strategy (MA and vocabulary) in Chinese word reading, while RAN and OA effects remain stable - Across grade levels, children shift from a phonology-based strategy (PA) to a meaning-based strategy (MA and vocabulary) in Chinese word reading, while RAN and OA effects remain stable
• Across grades K–3, the percentage of students below literacy benchmarks decreases more from BOY to EOY in earlier grades than in grade 3 - Across grades K–3, the percentage of students below literacy benchmarks decreases more from BOY to EOY in earlier grades than in grade 3
• Across item types, items given high recall-likelihood ratings are recalled with greater probability than items given lower ratings - Across item types, items given high recall-likelihood ratings are recalled with greater probability than items given lower ratings
• Across linguistic-operator subdatasets, workflow-found transformations explain at least as many pairs as hand-picked mistakes in most cases - Across linguistic-operator subdatasets, workflow-found transformations explain at least as many pairs as hand-picked mistakes in most cases
• Across measures, 42–87% of students in the most effective condition versus 14–65% in the least effective modality met the gain criterion (Calhoon and Petscher) - Across measures, 42–87% of students in the most effective condition versus 14–65% in the least effective modality met the gain criterion (Calhoon and Petscher)
• Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger - Across nations, boys outperform girls in mathematics by a small average margin while girls outperform boys in reading by a margin three times larger
• Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers - Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers
• Across participants, RAPM scores correlate positively with Certainty but not with Intuition or Suddenness - Across participants, RAPM scores correlate positively with Certainty but not with Intuition or Suddenness
• Across populations, children's positive emotional expressions selectively during collaboration predicted their Theory of Mind skills - Across populations, children's positive emotional expressions selectively during collaboration predicted their Theory of Mind skills
• Across repeated digit tests pupils improved with practice, with large uniform increases attributed to unconscious memory of the previous day's digits, and no fatigue effect on recall was found - Across repeated digit tests pupils improved with practice, with large uniform increases attributed to unconscious memory of the previous day's digits, and no fatigue effect on recall was found
• Across repetition cycles, attention can shift from message meaning to linguistic form, enabling recycled language and self-correction - Across repetition cycles, attention can shift from message meaning to linguistic form, enabling recycled language and self-correction
• Across rubric dimensions, content scored highest (A = 4.03) while production scored lowest (D = 3.41), driven by synthetic voice quality (D1 = 3.16) - Across rubric dimensions, content scored highest (A = 4.03) while production scored lowest (D = 3.41), driven by synthetic voice quality (D1 = 3.16)
• Across rural, suburban, and urban locales, schools with high student of color enrollment have higher percentages of uncertified teachers than schools with low enrollment - Across rural, suburban, and urban locales, schools with high student of color enrollment have higher percentages of uncertified teachers than schools with low enrollment
• Across scaling, post-training, and in-context learning, the pretraining filter rather than the intervention sets LittleLearner's capability ceiling - Across scaling, post-training, and in-context learning, the pretraining filter rather than the intervention sets LittleLearner's capability ceiling
• Across school years, students identified as at risk in earlier grades were more likely to get on track by the end of the next grade than students in later grades - Across school years, students identified as at risk in earlier grades were more likely to get on track by the end of the next grade than students in later grades
• Across seven kindergarten equivalence lessons, the teacher's sides-of-equation gesture (GSIDES) was coded 38 times, the most of any language or gesture code - Across seven kindergarten equivalence lessons, the teacher's sides-of-equation gesture (GSIDES) was coded 38 times, the most of any language or gesture code
• Across studies, ChatGPT serves as a convenient tool assisting teachers, students and researchers in various tasks, with the consistent underlying motivation of seeking personal benefits and reducing academic burdens. - Across studies, ChatGPT serves as a convenient tool assisting teachers, students and researchers in various tasks, with the consistent underlying motivation of seeking personal benefits and reducing a
• Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a shared sample - Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a share
• Across tasks, teacher feedback shifted from basic error correction toward higher-order dimensions while AI-assisted peer feedback reduced content suggestions and increased technical-detail feedback - Across tasks, teacher feedback shifted from basic error correction toward higher-order dimensions while AI-assisted peer feedback reduced content suggestions and increased technical-detail feedback
• Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of highest-performing teachers - Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of highest-performing teachers
• Across ten districts combined, high-poverty middle schools have significantly fewer highest-performing teachers than low-poverty middle schools - Across ten districts combined, high-poverty middle schools have significantly fewer highest-performing teachers than low-poverty middle schools
• Across ten learning techniques, distributed practice and practice testing have the largest effects and underlining and summarization the smallest - Over 242 studies (1,619 effects, 169,179 participants) the overall mean was d = 0.56: distributed practice 0.85, practice testing 0.74, elaborative interrogation 0.56, imagery 0.56, self-explanation 0
• Across the college-going population, course grades are consistently the strongest indicators of students' general academic preparation - Across the college-going population, course grades are consistently the strongest indicators of students' general academic preparation
• Across the four existing experiments on WMC moderation of disfluency, results are inconsistent: one finds the effect restricted to high-span, one to low-span, and two find null moderation - Across the four existing experiments on WMC moderation of disfluency, results are inconsistent: one finds the effect restricted to high-span, one to low-span, and two find null moderation
• Across the four graduating classes, the percentage of graduated boys entering 'Early' declined (44, 43, 40, 29 per cent) while the percentage of girls rose (12, 48, 53, 53 per cent) - Across the four graduating classes, the percentage of graduated boys entering 'Early' declined (44, 43, 40, 29 per cent) while the percentage of girls rose (12, 48, 53, 53 per cent)
• Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth - Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth
• Across the secondary school transition, parental academic pressure and perceived negative relationships with teachers increased while peer victimization and autonomous academic motivation decreased, with no average linear change in controlled motivation - Across the secondary school transition, parental academic pressure and perceived negative relationships with teachers increased while peer victimization and autonomous academic motivation decreased, w
• Across the special issue, all four levels of coupling minds correlate with task performance - Across the special issue, all four levels of coupling minds correlate with task performance
• Across the student body as a whole, no clear statistical trend was confirmed between AI usage levels and code comprehension - Across the student body as a whole, no clear statistical trend was confirmed between AI usage levels and code comprehension
• Across the two qualifying studies, Talent Search shows an average improvement index of +17 percentile points on completing school - Across the two qualifying studies, Talent Search shows an average improvement index of +17 percentile points on completing school
• Across three experiments (Studies 3–5), the questionnaire was shown to be sensitive to changes in cognitive load, supporting its predictive validity - Across three experiments (Studies 3–5), the questionnaire was shown to be sensitive to changes in cognitive load, supporting its predictive validity
• Across three neural-network lectures, evidence and confidence checks retained 1,022 of 1,155 raw concept mentions (88.48%) and 312 of 400 raw relationship mentions (78.00%), yielding 172 canonical concepts and 282 graph relationships with 90.38% endpoint coverage - Across three neural-network lectures, evidence and confidence checks retained 1,022 of 1,155 raw concept mentions (88.48%) and 312 of 400 raw relationship mentions (78.00%), yielding 172 canonical con
• Across three physics assessments, students who declared GenAI use scored slightly higher than non-users, but none of the differences were statistically significant - Across three physics assessments, students who declared GenAI use scored slightly higher than non-users, but none of the differences were statistically significant
• Across three schools in grades 3-6, two schools gave no time to comprehension instruction and the third gave 4 minutes - Across three schools in grades 3-6, two schools gave no time to comprehension instruction and the third gave 4 minutes
• Across three studies of Achieve3000 (35,070 students), the average effect size was 0.00 - Across three studies of Achieve3000 (35,070 students), the average effect size was 0.00
• Across two randomized studies, Air Reading shows a weighted average effect size of +0.20 on reading achievement, meeting the Strong standard - Across two randomized studies, Air Reading shows a weighted average effect size of +0.20 on reading achievement, meeting the Strong standard
• Across two studies that differed in the duration of the initial problem-solving phase, the PS-I versus WS-I transfer advantage reversed - Across two studies that differed in the duration of the initial problem-solving phase, the PS-I versus WS-I transfer advantage reversed
• ACT participation is positively selected across schools: higher-achieving schools have higher participation rates - ACT participation is positively selected across schools: higher-achieving schools have higher participation rates
• ACT scores rose even with more test takers, growing most in Era 3 in selective enrollment and racially integrated schools - ACT scores rose even with more test takers, growing most in Era 3 in selective enrollment and racially integrated schools
• ACT scores show a weak relationship with college graduation, with slope variation across high schools larger than the average signal - ACT scores show a weak relationship with college graduation, with slope variation across high schools larger than the average signal
• ACT scores show significant subgroup misprediction by race, ethnicity, and gender that HSGPA models do not, and school-level variance is smaller among students with the same ACT score than the same HSGPA - ACT scores show significant subgroup misprediction by race, ethnicity, and gender that HSGPA models do not, and school-level variance is smaller among students with the same ACT score than the same HS
• ACT scores weakly predict college graduation, and the school-level variance in the ACT slope (0.192) exceeds the average slope (0.129), so school effects introduce more noise than the ACT signal - ACT scores weakly predict college graduation, and the school-level variance in the ACT slope (0.192) exceeds the average slope (0.129), so school effects introduce more noise than the ACT signal
• ACT/SAT test preparation and coaching programs have positive effects on general academic achievement (high school), based on six studies averaging a +9 improvement index - ACT/SAT test preparation and coaching programs have positive effects on general academic achievement (high school), based on six studies averaging a +9 improvement index
• ACTA study of global leaders identified expertise components including reading people closely, bridging cross-cultural communication, and perspective taking - ACTA study of global leaders identified expertise components including reading people closely, bridging cross-cultural communication, and perspective taking
• Acting on the collaborative writing recommendations is argued to produce active student writers who attend to what their peers say - Acting on the collaborative writing recommendations is argued to produce active student writers who attend to what their peers say
• Action and role-playing videogames are most preferred and simulation and puzzle least preferred in both cultures, with culture-specific traditional game preferences - Action and role-playing videogames are most preferred and simulation and puzzle least preferred in both cultures, with culture-specific traditional game preferences
• Action video game training causally improves cognitive skills relative to active control training (small effect, g = 0.30) - Action video game training causally improves cognitive skills relative to active control training (small effect, g = 0.30)
• Action video-game players show greater integration rate (sensitivity) than non-players in a visual motion direction discrimination task - Action video-game players show greater integration rate (sensitivity) than non-players in a visual motion direction discrimination task
• Action, strategy-intelligence, role-playing and sport traditional game genres positively predict social problem-solving scores - Action, strategy-intelligence, role-playing and sport traditional game genres positively predict social problem-solving scores
• Action-adventure videogames negatively predict social problem-solving scores while simulation, puzzle, serious and educational videogames predict positively - Action-adventure videogames negatively predict social problem-solving scores while simulation, puzzle, serious and educational videogames predict positively
• Actionable and descriptive feedback moves student learning forward, and effective feedback differs from less-effective feedback on identifiable qualities - Actionable and descriptive feedback moves student learning forward, and effective feedback differs from less-effective feedback on identifiable qualities
• Activating availability constraints in the IP pipeline lowers SHACL conformance to 0.875 without reducing optimization cost, exposing infeasible plans - Activating availability constraints in the IP pipeline lowers SHACL conformance to 0.875 without reducing optimization cost, exposing infeasible plans
• Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment - Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment
• Activation in frontal and parietal cognitive regions is positively correlated with speech-in-noise behavioral performance in older listeners, supporting a compensatory role - Activation in frontal and parietal cognitive regions is positively correlated with speech-in-noise behavioral performance in older listeners, supporting a compensatory role
• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) - Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper)
• Active children show higher self-regulation than inactive children, and children with under 2 h/day screen time show higher self-regulation than those with 2 h or more - Active children show higher self-regulation than inactive children, and children with under 2 h/day screen time show higher self-regulation than those with 2 h or more
• Active children show higher self-regulation than inactive/high screen time peers regardless of their own screen time level - Active children show higher self-regulation than inactive/high screen time peers regardless of their own screen time level
• Active control of learning enhances event memory and concept acquisition, with benefits present early in childhood - Active control of learning enhances event memory and concept acquisition, with benefits present early in childhood
• Active control over the learning experience enhances recognition memory from age 7 into adulthood - Active control over the learning experience enhances recognition memory from age 7 into adulthood
• Active defenses (Privacy Sanitization, Adversarial Obfuscation) reduce but do not eliminate persona-skill leakage, leaving personality and background exposed - Active defenses (Privacy Sanitization, Adversarial Obfuscation) reduce but do not eliminate persona-skill leakage, leaving personality and background exposed
• Active engagement with AI outputs (cross-verifying, refining prompts, revising) supports productive learning and depends on learners' prior knowledge - Active engagement with AI outputs (cross-verifying, refining prompts, revising) supports productive learning and depends on learners' prior knowledge
• Active learning algorithms reduce abstract-screening workload in education systematic reviews, saving on average 58% of irrelevant-record screening and 1.66 days at 95% sensitivity - Active learning algorithms reduce abstract-screening workload in education systematic reviews, saving on average 58% of irrelevant-record screening and 1.66 days at 95% sensitivity
• Active learning and inclusive practices are associated with better outcomes and reduced equity gaps, though evidence is contested and uptake remains low - Active learning and inclusive practices are associated with better outcomes and reduced equity gaps, though evidence is contested and uptake remains low
• Active learning benefits students in all class sizes, with the greatest effects in classes of 50 or fewer students - Active learning benefits students in all class sizes, with the greatest effects in classes of 50 or fewer students
• Active learning conditions more often include quizzes, homework, and learning/exam preparation than lecture conditions - Active learning conditions more often include quizzes, homework, and learning/exam preparation than lecture conditions
• Active learning gains are larger on concept inventories than on instructor-written course examinations - Active learning gains are larger on concept inventories than on instructor-written course examinations
• Active Learning Improves Exam Performance
• Active learning in an entry-level biology course closed performance gaps between underrepresented and non-underrepresented minority students and increased all students' self-efficacy - Active learning in an entry-level biology course closed performance gaps between underrepresented and non-underrepresented minority students and increased all students' self-efficacy
• Active learning narrows achievement gaps for disadvantaged and underrepresented students
• Active learning narrows the passing-rate gap between minoritized-group and non-minoritized students in undergraduate STEM by 45% on average - Active learning narrows the passing-rate gap between minoritized-group and non-minoritized students in undergraduate STEM by 45% on average
• Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use - Active learning opportunities in professional development moderate gains in teachers' skills, with alternating input-praxis design far outperforming blocked design for teaching-method use
• Active learning reduces the examination-score achievement gap between minoritized-group and non-minoritized students in undergraduate STEM by 33% on average - Active learning reduces the examination-score achievement gap between minoritized-group and non-minoritized students in undergraduate STEM by 33% on average
• Active learning was incorporated in 34 of 35 reviewed effective PD studies - Active learning was incorporated in 34 of 35 reviewed effective PD studies
• Active learning's performance benefits hold across all STEM disciplines - Active learning's performance benefits hold across all STEM disciplines
• Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students - Active listening was the most common individual student communicative activity in the analysed lesson, with marked individual differences between the three students
• Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support - Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support
• Active participation in a community has a more significant impact on learning than mere membership - Active participation in a community has a more significant impact on learning than mere membership
• Active participation in interaction matters for second language developmental outcomes - Active participation in interaction matters for second language developmental outcomes
• Active play correlates with creativity (TCT-DP score) in adolescents aged 14–17, but not in children aged 6–13 - Active play correlates with creativity (TCT-DP score) in adolescents aged 14–17, but not in children aged 6–13
• Active play is associated with time with family and peers in all age groups (r = 0.485) - Active play is associated with time with family and peers in all age groups (r = 0.485)
• Active processing of instructional explanation prompts increase coverage of main content items - Active processing of instructional explanation prompts increase coverage of main content items
• Active verbal cues from experts most often prompt nonverbal action from novices, often preceding explanatory information - Active verbal cues from experts most often prompt nonverbal action from novices, often preceding explanatory information
• Active verbal cues provide concrete, partial information that reduces novices' uncertainty during visual problem-solving - Active verbal cues provide concrete, partial information that reduces novices' uncertainty during visual problem-solving
• Active-processing focus-support techniques such as testing, self-explaining, concept mapping, and drawing show positive effects on learning - Active-processing focus-support techniques such as testing, self-explaining, concept mapping, and drawing show positive effects on learning
• Actively withholding the hands from the reward predicts success on delay-of-gratification tasks in two- and three-year-olds - Actively withholding the hands from the reward predicts success on delay-of-gratification tasks in two- and three-year-olds
• Activities to promote reflection are being incorporated across undergraduate, postgraduate, and continuing health professions education - Activities to promote reflection are being incorporated across undergraduate, postgraduate, and continuing health professions education
• Activity-Technology alignment is the weakest quality dimension across all agents (mean = 2.19), identifying technology integration as a universal challenge - Activity-Technology alignment is the weakest quality dimension across all agents (mean = 2.19), identifying technology integration as a universal challenge
• Actor and partner effects of perspective taking were moderated by subject type and dyad type, with children of child-stranger dyads particularly benefitting from their own Listen/understand and Extend/revise behaviors - Actor and partner effects of perspective taking were moderated by subject type and dyad type, with children of child-stranger dyads particularly benefitting from their own Listen/understand and Extend
• Actors internalized the AI's questioning style, self-generating similar questions after the tool was removed - Actors internalized the AI's questioning style, self-generating similar questions after the tool was removed
• Actual classroom observation practice often differs from best practice, with principal-teacher perception gaps on measures and observer qualifications - Actual classroom observation practice often differs from best practice, with principal-teacher perception gaps on measures and observer qualifications
• Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap - Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap
• Acute alcohol produces a significant main effect on performance on most cognitive tasks, with partial eta-squared effect sizes from 0.07 to 0.37, but not on TSP or SART-OM - Acute alcohol produces a significant main effect on performance on most cognitive tasks, with partial eta-squared effect sizes from 0.07 to 0.37, but not on TSP or SART-OM
• Acute cardio exercise improves executive functions, response time, and academic performance in children with ADHD - Acute cardio exercise improves executive functions, response time, and academic performance in children with ADHD
• Acute exercise alleviates negative affect, enhances positive affect, and reduces stress responses, with mood effects lasting up to 24 hours - Acute exercise alleviates negative affect, enhances positive affect, and reduces stress responses, with mood effects lasting up to 24 hours
• Acute exercise increases cortical delta, theta, alpha, and beta EEG power, with a moderately large effect size of 0.38 to 0.75 standard deviations - Acute exercise increases cortical delta, theta, alpha, and beta EEG power, with a moderately large effect size of 0.38 to 0.75 standard deviations
• Acute exercise produces an overall small positive effect on cognition, with executive functions benefiting most and effects lasting up to two hours post-exercise - Acute exercise produces an overall small positive effect on cognition, with executive functions benefiting most and effects lasting up to two hours post-exercise
• Acute exercise significantly improves cognitive flexibility in children and adolescents with a small effect size (SMD = −0.34) - Acute exercise significantly improves cognitive flexibility in children and adolescents with a small effect size (SMD = −0.34)
• Acute exercise significantly improves inhibitory control in children and adolescents with a small effect size (SMD = −0.25) - Acute exercise significantly improves inhibitory control in children and adolescents with a small effect size (SMD = −0.25)
• Acute exercise significantly improves working memory in children and adolescents with a moderate effect size (SMD = −0.72) - Acute exercise significantly improves working memory in children and adolescents with a moderate effect size (SMD = −0.72)
• Acute experimental studies show inconsistent effects of breakfast on classroom behavior, with three of seven showing an on-task advantage - Acute experimental studies show inconsistent effects of breakfast on classroom behavior, with three of seven showing an on-task advantage
• Acute moderate aerobic exercise speeds children's reaction times without improving accuracy, with greater speed gains on choice than simple reaction time tasks - Acute moderate aerobic exercise speeds children's reaction times without improving accuracy, with greater speed gains on choice than simple reaction time tasks
• Acute physical activity has a positive effect on attention in preadolescent children (g = 0.43) - Acute physical activity has a positive effect on attention in preadolescent children (g = 0.43)
• Acute psychosocial stress differentially affects cognitive flexibility by sex (significant Sex × Condition interaction on perseverative errors) - Acute psychosocial stress differentially affects cognitive flexibility by sex (significant Sex × Condition interaction on perseverative errors)
• Acute stress did not significantly affect women's cognitive flexibility - Acute stress did not significantly affect women's cognitive flexibility
• Acute stress impaired cognitive flexibility in men (more perseverative errors than male controls) - Acute stress impaired cognitive flexibility in men (more perseverative errors than male controls)
• ADA produces directional but non-significant trends toward more positive-activating and less negative-deactivating emotions versus conventional materials - ADA produces directional but non-significant trends toward more positive-activating and less negative-deactivating emotions versus conventional materials
• ADA use shows a modest non-significant tendency toward increased intrinsic and extrinsic cognitive load, contrary to prior chatbot research - ADA use shows a modest non-significant tendency toward increased intrinsic and extrinsic cognitive load, contrary to prior chatbot research
• Adaptable task progression is descriptively more beneficial than fixed task progression in simulation-based learning - Adaptable task progression is descriptively more beneficial than fixed task progression in simulation-based learning
• Adaptation benefits structured curricular knowledge (quantities, laws, definitions) most and loosely specified entity-level knowledge least - Adaptation benefits structured curricular knowledge (quantities, laws, definitions) most and loosely specified entity-level knowledge least
• Adaptation gains grow monotonically with model capacity under the same LoRA recipe, though three data points cannot establish a scaling law - Adaptation gains grow monotonically with model capacity under the same LoRA recipe, though three data points cannot establish a scaling law
• Adaptation through prompt injection avoids fine-tuning, so the system works with any OpenAI-compatible LLM and its logic is transparent to educators - Adaptation through prompt injection avoids fine-tuning, so the system works with any OpenAI-compatible LLM and its logic is transparent to educators
• Adapting instruction to individual learners requires more advanced measurement of expertise and cognitive load - Adapting instruction to individual learners requires more advanced measurement of expertise and cognitive load
• Adapting situational crime prevention techniques in an Australian business capstone reportedly reduced misconduct cases from 183 to 27 within a year - Adapting situational crime prevention techniques in an Australian business capstone reportedly reduced misconduct cases from 183 to 27 within a year
• Adapting the scoring mechanism substantially reduced ceiling effects found in the pilot study - Adapting the scoring mechanism substantially reduced ceiling effects found in the pilot study
• Adaptive AI feedback provides tailored scaffolding and AI simulates authentic interaction scenarios (Contextual Affordance Pathway) - Adaptive AI feedback provides tailored scaffolding and AI simulates authentic interaction scenarios (Contextual Affordance Pathway)
• Adaptive AI support directs regulatory activity toward monitoring while static AI support produces strategy-focused, procedural regulation - Adaptive AI support directs regulatory activity toward monitoring while static AI support produces strategy-focused, procedural regulation
• Adaptive courseware in a corequisite statistics course was associated with improved course outcomes, particularly for Pell-eligible and corequisite students, but effects are confounded with instructor practices - Adaptive courseware in a corequisite statistics course was associated with improved course outcomes, particularly for Pell-eligible and corequisite students, but effects are confounded with instructor
• Adaptive ER strategies are negatively associated with overall student burnout, but not significantly with any single dimension - Adaptive ER strategies are negatively associated with overall student burnout, but not significantly with any single dimension
• Adaptive fading adjusted to discourse quality is reported as more effective than fixed fading regimes for developing internal script components, but long-term evidence is lacking - Adaptive fading adjusted to discourse quality is reported as more effective than fixed fading regimes for developing internal script components, but long-term evidence is lacking
• Adaptive fading of worked examples based on current skill level produced better learning outcomes than fixed fading or tutored problem solving - Adaptive fading of worked examples based on current skill level produced better learning outcomes than fixed fading or tutored problem solving
• Adaptive fading with periodic reinforcement yields higher independence than fixed-high or linear-decay scaffolding in simulation - Adaptive fading with periodic reinforcement yields higher independence than fixed-high or linear-decay scaffolding in simulation
• Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning - Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning
• Adaptive feedback outperforms generic feedback for pre-service teachers' noticing in a virtual classroom - Adaptive feedback outperforms generic feedback for pre-service teachers' noticing in a virtual classroom
• Adaptive G-UKT reportedly establishes competitive state-of-the-art knowledge tracing performance, particularly under sparse observation regimes - Adaptive G-UKT reportedly establishes competitive state-of-the-art knowledge tracing performance, particularly under sparse observation regimes
• Adaptive help seeking is a self-regulatory behavioral strategy, distinct from dependent help seeking - Adaptive help seeking is a self-regulatory behavioral strategy, distinct from dependent help seeking
• Adaptive leadership is a critical enabler of successful AI adoption and institutional transformation in higher education - Adaptive leadership is a critical enabler of successful AI adoption and institutional transformation in higher education
• Adaptive learning functions as the algorithmic engine that operationalizes personalized learning - Adaptive learning functions as the algorithmic engine that operationalizes personalized learning
• Adaptive learning showed a statistically significant effect on learning skills but not on building factual knowledge in a meta-analysis of 21 Health & Welfare studies - Adaptive learning showed a statistically significant effect on learning skills but not on building factual knowledge in a meta-analysis of 21 Health & Welfare studies
• Adaptive learning systems report academic performance gains of 15–25% and engagement increases of up to 40% - Adaptive learning systems report academic performance gains of 15–25% and engagement increases of up to 40%
• Adaptive multi-turn interactions substantially amplify LLM vulnerabilities to conventional safety risks in educational contexts - Adaptive multi-turn interactions substantially amplify LLM vulnerabilities to conventional safety risks in educational contexts
• Adaptive routing and comprehension-based passage leveling structure the MAP Reading Fluency assessment - Adaptive routing and comprehension-based passage leveling structure the MAP Reading Fluency assessment
• Adaptive scaffolding combined with adaptable task progression is descriptively most effective for high prior knowledge learners but not for low prior knowledge learners - Adaptive scaffolding combined with adaptable task progression is descriptively most effective for high prior knowledge learners but not for low prior knowledge learners
• Adaptive scaffolding policies (BKT and DRL) significantly improve posttest performance over a non-adaptive control in a logic ITS - Adaptive scaffolding policies (BKT and DRL) significantly improve posttest performance over a non-adaptive control in a logic ITS
• Adaptive scaffolding shows descriptively higher effects than adaptable scaffolding in simulation-based learning, though the difference is not statistically significant - Adaptive scaffolding shows descriptively higher effects than adaptable scaffolding in simulation-based learning, though the difference is not statistically significant
• Adaptive spaced retrieval practice produced higher end-of-semester posttest performance than learner-directed AI study, but fixed spaced retrieval did not significantly outperform learner-directed study - Adaptive spaced retrieval practice produced higher end-of-semester posttest performance than learner-directed AI study, but fixed spaced retrieval did not significantly outperform learner-directed stu
• Adaptive task difficulty compensates low interest but not low self-concept among vocational-school students during repeated practice - Adaptive task difficulty compensates low interest but not low self-concept among vocational-school students during repeated practice
• Adaptive task difficulty in an ITS did not improve second-graders' mathematics posttest performance compared with an identical non-adaptive ITS - Adaptive task difficulty in an ITS did not improve second-graders' mathematics posttest performance compared with an identical non-adaptive ITS
• Adaptive testing explains why about one third of calibrated Spanish math items carry calibration status 10 - Adaptive testing explains why about one third of calibrated Spanish math items carry calibration status 10
• Adaptive testing yields better measurement precision than a fixed-form test of the same length - Adaptive testing yields better measurement precision than a fixed-form test of the same length
• Adaptive testing yields more precise achievement-level estimates than conventional classroom tests while using fewer items - Adaptive testing yields more precise achievement-level estimates than conventional classroom tests while using fewer items
• Adaptive versus non-adaptive ITS condition showed no significant differences in mental effort, subjective difficulty, or enjoyment - Adaptive versus non-adaptive ITS condition showed no significant differences in mental effort, subjective difficulty, or enjoyment
• Adaptivity and score reliability of both engines depend on item-pool depth; the CBE often performed better than COLO for extreme low or high achievers when item banks were shallow - Adaptivity and score reliability of both engines depend on item-pool depth; the CBE often performed better than COLO for extreme low or high achievers when item banks were shallow
• Adaptivity to individual learners is the primary bottleneck for LLMs in KC path planning - Adaptivity to individual learners is the primary bottleneck for LLMs in KC path planning
• Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs - Added interpretive support did not significantly affect the evolution of student teachers' educational beliefs
• Added ITS design elements collectively provide a strong causal warrant when predictions are complex, results cohere with them, and no alternative fits the same pattern - Added ITS design elements collectively provide a strong causal warrant when predictions are complex, results cohere with them, and no alternative fits the same pattern
• Adding a cross-factor composite from a teacher study yields r = .079, still with an interval including zero, and latent profiles reveal over- and underestimation of competence - Adding a cross-factor composite from a teacher study yields r = .079, still with an interval including zero, and latent profiles reveal over- and underestimation of competence
• Adding a cross-model agreement filter improves performance for the top three LLM annotators - Adding a cross-model agreement filter improves performance for the top three LLM annotators
• Adding a listening component to China's college-entrance English exam widened the rural-urban gap in college access by roughly 30 percent, as the article reports citing Li et al. - Adding a listening component to China's college-entrance English exam widened the rural-urban gap in college access by roughly 30 percent, as the article reports citing Li et al.
• Adding a memory (forgetting) mechanism slightly decreases simulated learning gains overall yet improves alignment with human results, apparently by letting agents discard incorrect rules - Adding a memory (forgetting) mechanism slightly decreases simulated learning gains overall yet improves alignment with human results, apparently by letting agents discard incorrect rules
• Adding a model answer to the GPT-4 prompt was counterproductive, lowering scoring reliability - Adding a model answer to the GPT-4 prompt was counterproductive, lowering scoring reliability
• Adding a narrative theme to the Cache 17 game did not improve transfer posttest performance - Adding a narrative theme to the Cache 17 game did not improve transfer posttest performance
• Adding a practice phase after instruction (PS-I + P) did not improve javelin throwing performance over PS-I alone - Adding a practice phase after instruction (PS-I + P) did not improve javelin throwing performance over PS-I alone
• Adding a quadratic achievement term leaves the negative contextual-mean effect essentially unchanged - Adding a quadratic achievement term leaves the negative contextual-mean effect essentially unchanged
• Adding a second writing agent increased reported cognitive load, and writing confidence did not increase monotonically with support, with the Single condition reporting the lowest confidence - Adding a second writing agent increased reported cognitive load, and writing confidence did not increase monotonically with support, with the Single condition reporting the lowest confidence
• Adding a self-explanation feature to a base game improved transfer performance - Adding a self-explanation feature to a base game improved transfer performance
• Adding a teachable agent to the standard science curriculum improved fourth-graders' learning gains on both curriculum tests and researcher-designed hierarchical reasoning tests - Adding a teachable agent to the standard science curriculum improved fourth-graders' learning gains on both curriculum tests and researcher-designed hierarchical reasoning tests
• Adding ACT scores to models with HSGPA contributes little to the prediction of college graduation and does not reduce between-school variability - Adding ACT scores to models with HSGPA contributes little to the prediction of college graduation and does not reduce between-school variability
• Adding body metaphors to abstract stimuli improves mental rotation performance - Adding body metaphors to abstract stimuli improves mental rotation performance
• Adding collateral information has little effect on ability and item parameter estimates but more effect on speed parameter estimates - Adding collateral information has little effect on ability and item parameter estimates but more effect on speed parameter estimates
• Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit - Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit
• Adding concessive statements to refutation texts yields no added benefit for conceptual change about multimedia-learning misconceptions - Adding concessive statements to refutation texts yields no added benefit for conceptual change about multimedia-learning misconceptions
• Adding data channels refines roughly 29–52% of detected SRL process time, measured by a new percent-of-processes-refined metric - Adding data channels refines roughly 29–52% of detected SRL process time, measured by a new percent-of-processes-refined metric
• Adding diagram self-assessment to diagram completion does not increase diagnostic cue utilization or metacomprehension accuracy beyond diagramming alone - Adding diagram self-assessment to diagram completion does not increase diagnostic cue utilization or metacomprehension accuracy beyond diagramming alone
• Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes - Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes
• Adding eye-tracking data corrects inflated Organisation durations and re-distributes First-reading time relative to both other channels - Adding eye-tracking data corrects inflated Organisation durations and re-distributes First-reading time relative to both other channels
• Adding eye-tracking evidence to ACE's student model significantly improves assessment of implicit self-explanation over a time-only model - Adding eye-tracking evidence to ACE's student model significantly improves assessment of implicit self-explanation over a time-only model
• Adding friction to objectively meaningless tasks increases their appraised sense of purpose and meaning - Adding friction to objectively meaningless tasks increases their appraised sense of purpose and meaning
• Adding generated hypotheses as features improves black-box difficulty predictors - Adding generated hypotheses as features improves black-box difficulty predictors
• Adding in-game strategy features to pre-test features substantially improves LSTM-based stealth assessment accuracy - Adding in-game strategy features to pre-test features substantially improves LSTM-based stealth assessment accuracy
• Adding instructional explanations to worked examples yields a small positive effect on learning, stronger for conceptual than procedural knowledge - Adding instructional explanations to worked examples yields a small positive effect on learning, stronger for conceptual than procedural knowledge
• Adding integrated need support did not further improve scores on the research skills test beyond the baseline 4C/ID environment - Adding integrated need support did not further improve scores on the research skills test beyond the baseline 4C/ID environment
• Adding items to a knowledge test can increase reliability without requiring the added items to be redundant with existing items - Adding items to a knowledge test can increase reliability without requiring the added items to be redundant with existing items
• Adding lag-2 paths to CLPMs substantially improves fit and provides stronger controls for preexisting differences, positioning extended CLPMs as viable alternatives to RI-CLPMs - Adding lag-2 paths to CLPMs substantially improves fit and provides stronger controls for preexisting differences, positioning extended CLPMs as viable alternatives to RI-CLPMs
• Adding metacognitive prompts to video modeling examples yields no added benefit for inquiry products - Adding metacognitive prompts to video modeling examples yields no added benefit for inquiry products
• Adding MicroDYN rule application significantly improves prediction of overall problem solving, planning, tool usage, and evaluating progress, but not analyzing givens - Adding MicroDYN rule application significantly improves prediction of overall problem solving, planning, tool usage, and evaluating progress, but not analyzing givens
• Adding more learning activity data beyond Stage 1 did not significantly improve predictive performance of at-risk identification models - Adding more learning activity data beyond Stage 1 did not significantly improve predictive performance of at-risk identification models
• Adding multiple design elements to the basic ITS structure promotes causal inference by limiting alternative interpretations, demonstrated with No Child Left Behind - Adding multiple design elements to the basic ITS structure promotes causal inference by limiting alternative interpretations, demonstrated with No Child Left Behind
• Adding peripheral data raises specific transition probabilities in the SRL process map, e.g., Elaboration-to-Monitoring from 24% to 44% - Adding peripheral data raises specific transition probabilities in the SRL process map, e.g., Elaboration-to-Monitoring from 24% to 44%
• Adding peripheral data to navigational logs sharply changes the detected distribution of SRL processes, revealing many more Organisation and far fewer First-reading processes - Adding peripheral data to navigational logs sharply changes the detected distribution of SRL processes, revealing many more Organisation and far fewer First-reading processes
• Adding reciprocal peer tutoring with audio prompting to incidental exposure produced stronger vocabulary gains than incidental exposure alone for fourth-grade struggling readers - Adding reciprocal peer tutoring with audio prompting to incidental exposure produced stronger vocabulary gains than incidental exposure alone for fourth-grade struggling readers
• Adding reflective activities to dialogic argumentation produced greater content-knowledge gains on the intervention topic than argumentation practice alone - Adding reflective activities to dialogic argumentation produced greater content-knowledge gains on the intervention topic than argumentation practice alone
• Adding regex-based rules to few-shot LLM labeling improves agreement with human annotation (0.818 to 0.852 overall) - Adding regex-based rules to few-shot LLM labeling improves agreement with human annotation (0.818 to 0.852 overall)
• Adding relevant pictures or graphics to text improves learning from it, with a small pooled effect on reading comprehension, though whether dual coding explains the benefit is disputed
• Adding seductive details to multimedia instruction significantly worsens recall of pertinent content compared with instruction without seductive details - Adding seductive details to multimedia instruction significantly worsens recall of pertinent content compared with instruction without seductive details
• Adding self-explanation prompts to heuristic worked examples yields no additional benefit and impedes seventh graders' modeling competency - Adding self-explanation prompts to heuristic worked examples yields no additional benefit and impedes seventh graders' modeling competency
• Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show - Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics