Claims: I 4

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• Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs - Indicator performance differs across EL subgroups: former and late-arriving ELs had stronger ninth-grade GPAs and attendance than never ELs, while long-term ELs without IEPs had much lower GPAs
• Indices of centrality and density were the SNA measures most often used in e-learning research - Indices of centrality and density were the SNA measures most often used in e-learning research
• Indigenous STEM students endorse communal goals more strongly than agentic goals, but perceive similar levels of communal and agentic affordances in STEM - Indigenous STEM students endorse communal goals more strongly than agentic goals, but perceive similar levels of communal and agentic affordances in STEM
• Indigenous youth and low-achieving, low-SES youth are at elevated NEET risk; school-average SES is protective - Indigenous youth and low-achieving, low-SES youth are at elevated NEET risk; school-average SES is protective
• Indirect discrimination logic applies to facially neutral integrity rules with cohort-skewed burdens - Indirect discrimination logic applies to facially neutral integrity rules with cohort-skewed burdens
• Indirect effects via executive functions hold for CPT inhibition, sustained attention, and delay of gratification indicators but not the Day-Night Stroop - Indirect effects via executive functions hold for CPT inhibition, sustained attention, and delay of gratification indicators but not the Day-Night Stroop
• Indirect paths through AI learning self-efficacy and perceived usefulness account for about 69.5% of the total association between school support and AI learning anxiety - Indirect paths through AI learning self-efficacy and perceived usefulness account for about 69.5% of the total association between school support and AI learning anxiety
• Indirect prompt injections combining instruction manipulation, role-playing, and obfuscation altered AI-assigned grades with attack success rates of 94–100% while remaining undetected - Indirect prompt injections combining instruction manipulation, role-playing, and obfuscation altered AI-assigned grades with attack success rates of 94–100% while remaining undetected
• Individual acceptance of group constructions depends on reflection and reconciliation processes triggered by differing opinions, sometimes occurring after the group session - Individual acceptance of group constructions depends on reflection and reconciliation processes triggered by differing opinions, sometimes occurring after the group session
• Individual aMED components: vegetable, nut, and moderate alcohol intakes show protective associations with cognitive function - Individual aMED components: vegetable, nut, and moderate alcohol intakes show protective associations with cognitive function
• Individual and paired flashcard learning yield comparable final cued-recall test performance - Individual and paired flashcard learning yield comparable final cued-recall test performance
• Individual and task factors fail to predict resolution, while perceived consequences predict calibration in opposite directions for phishing and legitimate emails - Individual and task factors fail to predict resolution, while perceived consequences predict calibration in opposite directions for phishing and legitimate emails
• Individual and teamwork challenges (language barriers, personality, competition, skill screening, software, duration) can affect game jam learning processes - Individual and teamwork challenges (language barriers, personality, competition, skill screening, software, duration) can affect game jam learning processes
• Individual anger trajectories rose alongside science talk until an inflection point, after which engagement dropped sharply - Individual anger trajectories rose alongside science talk until an inflection point, after which engagement dropped sharply
• Individual children in both training conditions were equally likely to become good experimenters or nonlearners after CVS training - Individual children in both training conditions were equally likely to become good experimenters or nonlearners after CVS training
• Individual children's memory span scores vary considerably between two testings five weeks apart - Individual children's memory span scores vary considerably between two testings five weeks apart
• Individual choice provision showed low reliability and was merged with class-directed choice provision into one perceived choice provision factor - Individual choice provision showed low reliability and was merged with class-directed choice provision into one perceived choice provision factor
• Individual differences and program characteristics impact receptivity and effectiveness of school-based mindfulness training - Individual differences and program characteristics impact receptivity and effectiveness of school-based mindfulness training
• Individual differences in audience effects are not correlated with self-reported resistance to peer influence - Individual differences in audience effects are not correlated with self-reported resistance to peer influence
• Individual differences in decoding growth persisted across elementary school for timed pseudo-word decoding but were absent throughout for CTOPP Blending Words - Individual differences in decoding growth persisted across elementary school for timed pseudo-word decoding but were absent throughout for CTOPP Blending Words
• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style - Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style
• Individual differences in processing speed remain broadly stable between 19 and 31 months - Individual differences in processing speed remain broadly stable between 19 and 31 months
• Individual differences in quick visual apprehension are striking and material-specific, negating the notion of a general ability to apprehend visually - Individual differences in quick visual apprehension are striking and material-specific, negating the notion of a general ability to apprehend visually
• Individual differences in skimming speed are large even among college-trained readers, with one observer skimming nearly three times the pace of another - Individual differences in skimming speed are large even among college-trained readers, with one observer skimming nearly three times the pace of another
• Individual differences in substitution-test learning are large, ranging from 8 to 44 substitutions on the first day and reaching 214 for the best performer by trial sixteen - Individual differences in substitution-test learning are large, ranging from 8 to 44 substitutions on the first day and reaching 214 for the best performer by trial sixteen
• Individual differences predicted response: estimated IQ predicted growth during intervention on seven of eight outcomes, while vocabulary and visual sequential memory predicted growth during follow-up - Individual differences predicted response: estimated IQ predicted growth during intervention on seven of eight outcomes, while vocabulary and visual sequential memory predicted growth during follow-up
• Individual differences such as trait emotional intelligence and learner autonomy shape emotional experiences during language development - Individual differences such as trait emotional intelligence and learner autonomy shape emotional experiences during language development
• Individual differences were not associated with the retention benefit of relearning over restudying - Individual differences were not associated with the retention benefit of relearning over restudying
• Individual engagement with an educational robot yielded greater divergent-thinking gains than pair work - Individual engagement with an educational robot yielded greater divergent-thinking gains than pair work
• Individual factors supportive of adolescent creativity include openness to experience, intrinsic motivation, creative self-efficacy, and external attributions for adversity - Individual factors supportive of adolescent creativity include openness to experience, intrinsic motivation, creative self-efficacy, and external attributions for adversity
• Individual feedback impacted perceived utility only to a limited extent, and general feedback lowered perceived utility of retrieval practice (Experiment 2) - Individual feedback impacted perceived utility only to a limited extent, and general feedback lowered perceived utility of retrieval practice (Experiment 2)
• Individual instructional design principles show small correlations with self-efficacy, mental effort, and transfer performance - Individual instructional design principles show small correlations with self-efficacy, mental effort, and transfer performance
• Individual interest is a stable positive predictor of academic achievement, while seductive details harm recall and transfer - Individual interest is a stable positive predictor of academic achievement, while seductive details harm recall and transfer
• Individual internet penetration in rural Bangladesh (36.5%) is about half the urban rate (71.4%), which one case-study preprint argues puts cloud-dependent AI tools out of reach for rural learners - Individual internet penetration in rural Bangladesh (36.5%) is about half the urban rate (71.4%), which one case-study preprint argues puts cloud-dependent AI tools out of reach for rural learners
• Individual learners complete more flashcard practice cycles than paired learners, though inconsistently across experiments - Individual learners complete more flashcard practice cycles than paired learners, though inconsistently across experiments
• Individual learners' self-awareness and metacognition of spaced practice is a distinct focus within spacing research - Individual learners' self-awareness and metacognition of spaced practice is a distinct focus within spacing research
• Individual learning curves rise by irregular increments with occasional losses, with plateau-like periods attributed to changes in method and waning interest - Individual learning curves rise by irregular increments with occasional losses, with plateau-like periods attributed to changes in method and waning interest
• Individual learnity graphs are unique, and their uniqueness becomes a source of innovation and creative problem solving - Individual learnity graphs are unique, and their uniqueness becomes a source of innovation and creative problem solving
• Individual mathematics achievement is positively associated with students' ASC development over the school year - Individual mathematics achievement is positively associated with students' ASC development over the school year
• Individual meta-analyses report SES–achievement correlations ranging from r = .12 to r = .41 - Individual meta-analyses report SES–achievement correlations ranging from r = .12 to r = .41
• Individual model-strategy cells span J = 0.704 to 0.900, a model-by-prompt interaction wider than the tight strategy-level frontier band - Individual model-strategy cells span J = 0.704 to 0.900, a model-by-prompt interaction wider than the tight strategy-level frontier band
• Individual participation in monitoring processes was consistent with physiological arousal, suggesting an observable indicator of participation - Individual participation in monitoring processes was consistent with physiological arousal, suggesting an observable indicator of participation
• Individual PBL outcome effect sizes in the tutor-background meta-analysis span a massive range, from g = -1.26 to g = 1.91 - Individual PBL outcome effect sizes in the tutor-background meta-analysis span a massive range, from g = -1.26 to g = 1.91
• Individual performance feedback increased retrieval practice choice only among students who had actually benefited from retrieval practice (Experiment 1) - Individual performance feedback increased retrieval practice choice only among students who had actually benefited from retrieval practice (Experiment 1)
• Individual performance feedback leads to more long-term choices for retrieval practice than general instruction on its benefits - Individual performance feedback leads to more long-term choices for retrieval practice than general instruction on its benefits
• Individual picture books typically contain more unique words at a given sample size than individual conversations - Individual picture books typically contain more unique words at a given sample size than individual conversations
• Individual RD impact estimates show substantial variation in bias, warranting caution when interpreting single RD estimates - Individual RD impact estimates show substantial variation in bias, warranting caution when interpreting single RD estimates
• Individual records revealed contrasting specific disabilities within the same pupil across arithmetic operations - Individual records revealed contrasting specific disabilities within the same pupil across arithmetic operations
• Individual rewards yield significant mCSCL effects while group reward methods do not - Individual rewards yield significant mCSCL effects while group reward methods do not
• Individual sourcing gains during the intervention were uneven, with 4–25% of students improving depending on the skill - Individual sourcing gains during the intervention were uneven, with 4–25% of students improving depending on the skill
• Individual study effect sizes span moderate to very high: eight studies medium, ten high, and thirteen very high by Cohen-criteria classification - Individual study effect sizes span moderate to very high: eight studies medium, ten high, and thirteen very high by Cohen-criteria classification
• Individual synthesis artifacts facilitated collaborative discourse by guiding the flow of group work and by supporting knowledge sharing, building shared understanding, and generating and advancing ideas - Individual synthesis artifacts facilitated collaborative discourse by guiding the flow of group work and by supporting knowledge sharing, building shared understanding, and generating and advancing id
• Individual teachers' concern profiles vary widely and can diverge from group trends during implementation - Individual teachers' concern profiles vary widely and can diverge from group trends during implementation
• Individual trajectories suggest heavy LLM use focused on support other than full answer generation can coexist with improving scores, whereas reliance on LLM-generated summaries was associated with declining scores - Individual trajectories suggest heavy LLM use focused on support other than full answer generation can coexist with improving scores, whereas reliance on LLM-generated summaries was associated with de
• Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention - Individual trajectories varied: 9 of 14 teachers increased dialogic noticing per episode, while two teachers slightly decreased, which the authors attribute to limits of the nondirective intervention
• Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects - Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects
• Individual user goals, such as avoiding cognitive load, can contradict the objectives of the educational community - Individual user goals, such as avoiding cognitive load, can contradict the objectives of the educational community
• Individual writing-test scores improved for all thirty students between cycles, with gains ranging from 6.3% to 30.8% and no student declining - Individual writing-test scores improved for all thirty students between cycles, with gains ranging from 6.3% to 30.8% and no student declining
• Individual-difference themes (academic motivation, emotional stability, gender, race and ethnicity) are associated with school belonging - Individual-difference themes (academic motivation, emotional stability, gender, race and ethnicity) are associated with school belonging
• Individual-level critical thinking instruction has an unimpressive track record, motivating communal-level intervention - Individual-level critical thinking instruction has an unimpressive track record, motivating communal-level intervention
• Individual-student achievement and SES have consistently positive effects on long-term outcomes, with achievement effects larger than SES effects - Individual-student achievement and SES have consistently positive effects on long-term outcomes, with achievement effects larger than SES effects
• Individualised counterfactual inferences estimate whether a specific student would have performed differently under different help conditions - Individualised counterfactual inferences estimate whether a specific student would have performed differently under different help conditions
• Individualized advocacy support and engagement curricula each have direct tests from multiple studies, giving stronger evidence than the other recommendations - Individualized advocacy support and engagement curricula each have direct tests from multiple studies, giving stronger evidence than the other recommendations
• Individualized instruction shows low effects compared to cooperative and collaborative learning - Individualized instruction shows low effects compared to cooperative and collaborative learning
• Individualized Knowledge Tracing parameters fit student data significantly better and change mastery-learning practice decisions for many students - Individualized Knowledge Tracing parameters fit student data significantly better and change mastery-learning practice decisions for many students
• Individualizing the initial knowledge parameter reliably improves prediction of real-world data - Individualizing the initial knowledge parameter reliably improves prediction of real-world data
• Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant - Individually analyzed method and approach studies show widely varying effects, with analogy-enhanced teaching rated most effective and two studies insignificant
• Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students - Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students
• Individually removing objectives, examples, or review from a well-designed computer-based lesson did not significantly reduce achievement - Individually removing objectives, examples, or review from a well-designed computer-based lesson did not significantly reduce achievement
• Individuals involved in technology exposure and exploration programs are more likely to pursue or enroll in technology-related education and training - Individuals involved in technology exposure and exploration programs are more likely to pursue or enroll in technology-related education and training
• Individuals show a systematic positive reminder bias, setting more reminders than optimal - Individuals show a systematic positive reminder bias, setting more reminders than optimal
• Individuals systematically overuse reminders relative to the optimal offloading level, and reminder bias correlates with confidence and metacognitive bias - Individuals systematically overuse reminders relative to the optimal offloading level, and reminder bias correlates with confidence and metacognitive bias
• Individuals with developmental disabilities tend to prefer speech-generating devices over picture exchange and manual signs, with substantial individual differences - Individuals with developmental disabilities tend to prefer speech-generating devices over picture exchange and manual signs, with substantial individual differences
• Individuals with dyslexia show impairments in audiovisual integration beyond phoneme-grapheme mapping - Individuals with dyslexia show impairments in audiovisual integration beyond phoneme-grapheme mapping
• Individuals with schizophrenia show reduced behavioral benefit from combined audiovisual cues and altered multisensory temporal processing - Individuals with schizophrenia show reduced behavioral benefit from combined audiovisual cues and altered multisensory temporal processing
• Indonesian university bilingual programs pursue three aims: teaching overseas, international-standard schools, and global competence - Indonesian university bilingual programs pursue three aims: teaching overseas, international-standard schools, and global competence
• Induced perspective-taking strategies affect SPT outcomes, but no consensus exists on the most effective strategy - Induced perspective-taking strategies affect SPT outcomes, but no consensus exists on the most effective strategy
• Inducing learners to recollect the prior study episode during retrieval practice enhances retention even when reexposure and initial success are held constant - Inducing learners to recollect the prior study episode during retrieval practice enhances retention even when reexposure and initial success are held constant
• Induction program administration, structures, and funding vary widely across California, with advertised costs from $0 to $10,000 and no dedicated state funding - Induction program administration, structures, and funding vary widely across California, with advertised costs from $0 to $10,000 and no dedicated state funding
• Induction works especially well when coordinated with administrators' existing professional supports: district-run programs were most likely to be rated very effective - Induction works especially well when coordinated with administrators' existing professional supports: district-run programs were most likely to be rated very effective
• Inductive content analysis of 69 validated digital literacy frameworks yields eleven shared element categories spanning student and educator roles - Inductive content analysis of 69 validated digital literacy frameworks yields eleven shared element categories spanning student and educator roles
• Inductive reasoning develops in three main levels between ages 6 and 12, from single-dimension generalization to theoretical supposition - Inductive reasoning develops in three main levels between ages 6 and 12, from single-dimension generalization to theoretical supposition
• Inductively trained observers carried their learned fallacy patterns over to new material, deciding correctly on every one of 47 additional untabulated test examples - Inductively trained observers carried their learned fallacy patterns over to new material, deciding correctly on every one of 47 additional untabulated test examples
• Industrial arts teacher education must foster understanding of both the technical and the human sides of enterprise - Industrial arts teacher education must foster understanding of both the technical and the human sides of enterprise
• Industry partners reported learning about working with schools and educators, including contracting and teacher community building - Industry partners reported learning about working with schools and educators, including contracting and teacher community building
• Industry-produced Alias ARGs were redundant add-ons with one-way ties to the TV series, providing no new backstory - Industry-produced Alias ARGs were redundant add-ons with one-way ties to the TV series, providing no new backstory
• Industry-targeted videos scored only slightly higher on personalization depth than generic-audience videos (0.32 points; modeled increment 0.25, p = 0.11), an effect not resolved under reviewer clustering - Industry-targeted videos scored only slightly higher on personalization depth than generic-audience videos (0.32 points; modeled increment 0.25, p = 0.11), an effect not resolved under reviewer cluste
• Ineffective learning strategies show substantially higher habit strength than effective strategies in a proof-of-concept survey - Ineffective learning strategies show substantially higher habit strength than effective strategies in a proof-of-concept survey
• Inequalities at kindergarten entry by race/ethnicity decreased between 2010 and 2017 - Inequalities at kindergarten entry by race/ethnicity decreased between 2010 and 2017
• Inexperienced teachers report having an insufficient repertoire of classroom management strategies for misbehaving students - Inexperienced teachers report having an insufficient repertoire of classroom management strategies for misbehaving students
• Infant helping is transformed from participatory acts without prosocial intent around the first birthday to acts motivated by prosocial intent around the second birthday - Infant helping is transformed from participatory acts without prosocial intent around the first birthday to acts motivated by prosocial intent around the second birthday
• Infant look-away follows a U-shaped pattern of information content, consistent with maintaining intermediate rates of information absorption (Goldilocks effect) - Infant look-away follows a U-shaped pattern of information content, consistent with maintaining intermediate rates of information absorption (Goldilocks effect)
• Infant stereotyped repetitive movements precede and scaffold the development of goal-directed motor skills - Infant stereotyped repetitive movements precede and scaffold the development of goal-directed motor skills
• Infants and adults automatically take account of others' false beliefs, as shown by looking time and reaction time - Infants and adults automatically take account of others' false beliefs, as shown by looking time and reaction time
• Infants who slept 11 to <12 hours/day had worse teacher-reported but not mother-reported neurobehavioral outcomes at age 7 - Infants who slept 11 to <12 hours/day had worse teacher-reported but not mother-reported neurobehavioral outcomes at age 7
• Infants who slept <11 hours/day showed no association with mother- or teacher-reported neurobehavioral outcomes at age 7 after full adjustment - Infants who slept <11 hours/day showed no association with mother- or teacher-reported neurobehavioral outcomes at age 7 after full adjustment
• Infants' exploratory behavior after a core knowledge violation is tailored to the type of violation seen - Infants' exploratory behavior after a core knowledge violation is tailored to the type of violation seen
• Infants' preference for and learning benefit from child-directed speech change over development, with CDS advantages diminishing by the third year - Infants' preference for and learning benefit from child-directed speech change over development, with CDS advantages diminishing by the third year
• Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory - Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory
• Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) - Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observationa
• Inference-making performance improves with age between 6 and 10 years, with children performing better on global than local coherence inference questions - Inference-making performance improves with age between 6 and 10 years, with children performing better on global than local coherence inference questions
• Inferential word learning accuracy differs between Arabic, Chinese and Portuguese speakers only in the visual modality, with Arabic speakers lower than both Chinese and Portuguese speakers - Inferential word learning accuracy differs between Arabic, Chinese and Portuguese speakers only in the visual modality, with Arabic speakers lower than both Chinese and Portuguese speakers
• Inferior parietal cortex (BA 39 and 40) shows greater overall activation in adults than children and a more pronounced effect of relational integration in adults - Inferior parietal cortex (BA 39 and 40) shows greater overall activation in adults than children and a more pronounced effect of relational integration in adults
• Influence-function diagnostics identify steps 3–8 of the Big-L peg-solitaire board as the most consequential region, with the lowest-β participants showing substantially larger absolute influence values there - Influence-function diagnostics identify steps 3–8 of the Big-L peg-solitaire board as the most consequential region, with the lowest-β participants showing substantially larger absolute influence valu
• Informal discussions were perceived as the most useful resource for mental health education delivery, with no group difference - Informal discussions were perceived as the most useful resource for mental health education delivery, with no group difference
• Informal evidence that adults do not automatically process input to develop competence reopens the role of grammar instruction (as reported by the bibliography, citing Terrell) - Informal evidence that adults do not automatically process input to develop competence reopens the role of grammar instruction (as reported by the bibliography, citing Terrell)
• Informal learning in the studied workgroups clustered into three areas: mastery of organisational processes, negotiating the political, and dealing with the atypical - Informal learning in the studied workgroups clustered into three areas: mastery of organisational processes, negotiating the political, and dealing with the atypical
• Information about English-language development is critical for accurately predicting the grade an EL will reclassify - Information about English-language development is critical for accurately predicting the grade an EL will reclassify
• Information at higher levels of an acquired hierarchical organization is recalled better than information at lower levels - Information at higher levels of an acquired hierarchical organization is recalled better than information at lower levels
• Information barriers disadvantage low-income students in the college transition: bright low-income students miss selective colleges, and mailed information packages raise application and enrollment - Information barriers disadvantage low-income students in the college transition: bright low-income students miss selective colleges, and mailed information packages raise application and enrollment
• Information discussion and regulation of task-related activities did not significantly predict group performance - Information discussion and regulation of task-related activities did not significantly predict group performance
• Information retrieval questions were consistently easier than comprehension questions across both visualisation formats - Information retrieval questions were consistently easier than comprehension questions across both visualisation formats
• Information risk perception is negatively associated with psychological and emotional support, daily life, and leisure and entertainment benefits - Information risk perception is negatively associated with psychological and emotional support, daily life, and leisure and entertainment benefits
• Information Seekers with Low Emotional Strain showed the highest proportion of students capable of managing affect and the most effective coping and feedback-processing strategies - Information Seekers with Low Emotional Strain showed the highest proportion of students capable of managing affect and the most effective coping and feedback-processing strategies
• Information seeking follows a cost–benefit analysis of resolving curiosity - Information seeking follows a cost–benefit analysis of resolving curiosity
• Information-based rapid-guessing threshold methods set thresholds more reliably than methods based on response accuracy or visual inspection - Information-based rapid-guessing threshold methods set thresholds more reliably than methods based on response accuracy or visual inspection
• Informational harm is the sole dimension that decreases in multi-turn interaction, dropping from 60.52% to 11.90% - Informational harm is the sole dimension that decreases in multi-turn interaction, dropping from 60.52% to 11.90%
• Informational pictures show contradictory effects on performance and time on task across studies - Informational pictures show contradictory effects on performance and time on task across studies
• Informative pictures relate to poorer word problem-solving performance, with negative effects from g = −1.08 to −0.08 - Informative pictures relate to poorer word problem-solving performance, with negative effects from g = −1.08 to −0.08
• Informing learners about the to-be-monitored cue before problem-solving did not affect mental effort or problem-solving performance (Experiment 1) - Informing learners about the to-be-monitored cue before problem-solving did not affect mental effort or problem-solving performance (Experiment 1)
• Informing learners about the to-be-monitored cue before the problem-solving phase improves self-assessment accuracy compared with informing them only afterwards - Informing learners about the to-be-monitored cue before the problem-solving phase improves self-assessment accuracy compared with informing them only afterwards
• Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category - Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category
• Infrastructure barriers — limited internet speed, connectivity problems and lack of technical support — hinder effective AI use in nursing education institutions - Infrastructure barriers — limited internet speed, connectivity problems and lack of technical support — hinder effective AI use in nursing education institutions
• Infrastructure inequities — chronic bandwidth limitations, power outages, and device incompatibility — severely disrupt proctored assessments and exacerbate educational disadvantages in low-resource settings - Infrastructure inequities — chronic bandwidth limitations, power outages, and device incompatibility — severely disrupt proctored assessments and exacerbate educational disadvantages in low-resource s
• Infrastructure, connectivity or limited access is the most frequent barrier (45.2%) to digitally supported teacher education - Infrastructure, connectivity or limited access is the most frequent barrier (45.2%) to digitally supported teacher education
• Ingroup representation and racial/ethnic diversity are distinct constructs that are often conflated in school diversity research - Ingroup representation and racial/ethnic diversity are distinct constructs that are often conflated in school diversity research
• Inhibition accuracy in the Hearts and Flowers incongruent block is positively correlated with fluid intelligence in kindergarten children - Inhibition accuracy in the Hearts and Flowers incongruent block is positively correlated with fluid intelligence in kindergarten children
• Inhibition accuracy is marginally correlated with verbal WM but not visuospatial WM in kindergarten children - Inhibition accuracy is marginally correlated with verbal WM but not visuospatial WM in kindergarten children
• Inhibition and updating directly predict narrative text length in fourth graders over and above transcription and language skills - Inhibition and updating directly predict narrative text length in fourth graders over and above transcription and language skills
• Inhibition and working-memory performance are associated with mixing costs (goal representation) at ages 4;6 and 5;3 but not at age 3;9 - Inhibition and working-memory performance are associated with mixing costs (goal representation) at ages 4;6 and 5;3 but not at age 3;9
• Inhibition does not uniquely predict arithmetic fact retrieval above numerical magnitude processing - Inhibition does not uniquely predict arithmetic fact retrieval above numerical magnitude processing
• Inhibition explains the largest amount of variance in age-related differences in affective theory of mind - Inhibition explains the largest amount of variance in age-related differences in affective theory of mind
• Inhibition performance improved significantly from kindergarten to 2nd grade in accuracy, speed, and combined efficiency - Inhibition performance improved significantly from kindergarten to 2nd grade in accuracy, speed, and combined efficiency
• Inhibition relates to procedural skill in secondary-school children but to conceptual understanding in adults - Inhibition relates to procedural skill in secondary-school children but to conceptual understanding in adults
• Inhibition shows moderate to large associations with reading comprehension in most studies, but the association depends on the inhibition task used - Inhibition shows moderate to large associations with reading comprehension in most studies, but the association depends on the inhibition task used
• Inhibition's role in arithmetic fact retrieval may be limited to atypically developing children - Inhibition's role in arithmetic fact retrieval may be limited to atypically developing children
• Inhibition/interference, working memory and processing speed correlate with adolescent academic achievement, while cognitive flexibility and social skills do not - Inhibition/interference, working memory and processing speed correlate with adolescent academic achievement, while cognitive flexibility and social skills do not
• Inhibition–monitoring links were cross-sectionally significant in kindergarten but not in 2nd grade - Inhibition–monitoring links were cross-sectionally significant in kindergarten but not in 2nd grade
• Inhibitory control did not relate to adolescents' communicative perspective-taking - Inhibitory control did not relate to adolescents' communicative perspective-taking
• Inhibitory control is moderately positively correlated with mathematical ability in elementary school children (r = 0.19) - Inhibitory control is moderately positively correlated with mathematical ability in elementary school children (r = 0.19)
• Inhibitory control is the EDF subdomain most repeatedly linked to ADHD - Inhibitory control is the EDF subdomain most repeatedly linked to ADHD
• Inhibitory control is the strongest concurrent correlate of cognitive reappraisal among EF components - Inhibitory control is the strongest concurrent correlate of cognitive reappraisal among EF components
• Inhibitory control showed insignificant correlations with reading and early mathematics except kindergarten word problems - Inhibitory control showed insignificant correlations with reading and early mathematics except kindergarten word problems
• Inhibitory control task does not significantly moderate the correlation overall, though the Random generation task shows a stronger association than Go/No-go and other tasks - Inhibitory control task does not significantly moderate the correlation overall, though the Random generation task shows a stronger association than Go/No-go and other tasks
• Inhibitory social contextual factors include assessment pressures on teachers and emphasis on standardized curricula - Inhibitory social contextual factors include assessment pressures on teachers and emphasis on standardized curricula
• Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests - Initial failure did not hurt subsequent learning during instruction: no condition differences on example generation or immediate learning tests
• Initial findings suggest video modeling pedagogy is suitable for active and deep learning through predicting, observing and explaining - Initial findings suggest video modeling pedagogy is suitable for active and deep learning through predicting, observing and explaining
• Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change - Initial improvements in Annenberg schools' organizational capacity by 1999 largely disappeared by 2001, leaving little net change
• Initial interest levels were significantly lower than initial self-concept levels in both math and L1 - Initial interest levels were significantly lower than initial self-concept levels in both math and L1
• Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other - Initial letter-sound knowledge and phonological awareness were not uniquely related to growth in each other
• Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern - Initial level and growth were negatively related within phonological awareness and letter-name knowledge, consistent with a compensatory pattern
• Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS - Initial levels and growth in numerical relational skills contribute to counting skill development, suggesting NRS may precede CS
• Initial levels of vocabulary and social communication skills each predict kindergarten reading achievement, but only rate of growth in social communication skills incrementally predicts reading - Initial levels of vocabulary and social communication skills each predict kindergarten reading achievement, but only rate of growth in social communication skills incrementally predicts reading
• Initial math ability is the largest single predictor of later math ability, accounting for 45% of variance in later TEMA-3 scores - Initial math ability is the largest single predictor of later math ability, accounting for 45% of variance in later TEMA-3 scores
• Initial meta-analyses indicate the effect of AI chatbots and generative AI on learning outcomes is lower in secondary education than in higher education - Initial meta-analyses indicate the effect of AI chatbots and generative AI on learning outcomes is lower in secondary education than in higher education
• Initial motivation in kindergarten has no significant direct effect on mathematical performance two years later - Initial motivation in kindergarten has no significant direct effect on mathematical performance two years later
• Initial multiple-choice tests with plausible, competitive alternatives outperformed initial short-answer tests on final questions that were related to but not directly tested initially - Initial multiple-choice tests with plausible, competitive alternatives outperformed initial short-answer tests on final questions that were related to but not directly tested initially
• Initial phonological awareness uniquely predicts growth in letter-name knowledge, most strongly via elision skill - Initial phonological awareness uniquely predicts growth in letter-name knowledge, most strongly via elision skill
• Initial prompting method did not explain immediate success on the third problem (P3) - Initial prompting method did not explain immediate success on the third problem (P3)
• Initial retrieval conditions that provide less cue support, such as free recall rather than recognition or fewer letter cues, tend to produce better retention despite lower initial success - Initial retrieval conditions that provide less cue support, such as free recall rather than recognition or fewer letter cues, tend to produce better retention despite lower initial success
• Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice - Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice
• Initial skills moderate embodied training effects: arm-body training harms low-skilled students on dictation and legibility, and benefits high-skilled students on dictation - Initial skills moderate embodied training effects: arm-body training harms low-skilled students on dictation and legibility, and benefits high-skilled students on dictation
• Initial word reading skill interacted with imageability: the poorest readers needed nearly 4 more exposures for low-imageability words than stronger readers - Initial word reading skill interacted with imageability: the poorest readers needed nearly 4 more exposures for low-imageability words than stronger readers
• Initial word reading skill interacted with vocabulary grade: the poorest readers required more than twice as many exposures for later-introduced words - Initial word reading skill interacted with vocabulary grade: the poorest readers required more than twice as many exposures for later-introduced words
• Initial word reading skill was the only significant child-level predictor of exposures required for mastery - Initial word reading skill was the only significant child-level predictor of exposures required for mastery
• Initial-phase task-related communication moderates the negative relationship between first-language heterogeneity and self-efficacy gains, while getting-to-know-each-other time does not - Initial-phase task-related communication moderates the negative relationship between first-language heterogeneity and self-efficacy gains, while getting-to-know-each-other time does not
• Initiating annotation frequency strongly correlates with re-annotation frequency across groups (Kendall's tau = 0.95) - Initiating annotation frequency strongly correlates with re-annotation frequency across groups (Kendall's tau = 0.95)
• Injected bugs prompt more direct code edits while natural bugs prompt more reprompting in prompt-based programming tasks - Injected bugs prompt more direct code edits while natural bugs prompt more reprompting in prompt-based programming tasks
• Injected provider failures produced recorded unavailability and zero fabricated hints, while valid and reentrant conditions stored 30 synthetic hints each - Injected provider failures produced recorded unavailability and zero fabricated hints, while valid and reentrant conditions stored 30 synthetic hints each
• Injecting MBP-KT's global collaborative information consistently improves KT models across RNN, memory-network, Transformer and state-based backbones - Injecting MBP-KT's global collaborative information consistently improves KT models across RNN, memory-network, Transformer and state-based backbones
• Injecting the collaborative prior redistributes AKT's attention from local recency bias toward long-range dependencies - Injecting the collaborative prior redistributes AKT's attention from local recency bias toward long-range dependencies
• Ink-blot test results show a negative relation to the other tests and are related to age - Ink-blot test results show a negative relation to the other tests and are related to age
• Innovation attributes catalyse both intention to use and actual adoption of AI-enabled systems - Innovation attributes catalyse both intention to use and actual adoption of AI-enabled systems
• Innovation school students mostly do not deviate from citywide growth trends, with Denver innovation schools an outperforming exception - Innovation school students mostly do not deviate from citywide growth trends, with Denver innovation schools an outperforming exception
• Innovative competence differs by background variables, with AI interest level showing the strongest association - Innovative competence differs by background variables, with AI interest level showing the strongest association
• Innovative learning is more effective than conventional learning for junior high school students' mathematical problem-solving ability (summary effect 0.95, 95% CI 0.71–1.19) - Innovative learning is more effective than conventional learning for junior high school students' mathematical problem-solving ability (summary effect 0.95, 95% CI 0.71–1.19)
• Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal) - Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal)
• Input quantity at 18 months predicts child vocabulary at 30 months over and above SES and prior vocabulary skill - Input quantity at 18 months predicts child vocabulary at 30 months over and above SES and prior vocabulary skill
• Input-based incentives produce achievement gains at lower cost than major education reforms of recent decades - Input-based incentives produce achievement gains at lower cost than major education reforms of recent decades
• Input-stage, but not output-stage, interaction patterns are significantly associated with interpreting fluency and target language quality, with Intensive Engagers scoring lowest - Input-stage, but not output-stage, interaction patterns are significantly associated with interpreting fluency and target language quality, with Intensive Engagers scoring lowest
• Inquiry activities can be especially beneficial for students in low-income schools, yet resource demands can impede equitable scaling - Inquiry activities can be especially beneficial for students in low-income schools, yet resource demands can impede equitable scaling
• Inquiry Based Teaching Improves Science Achievement
• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence - Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence
• Inquiry skills improved significantly only in the computer-based inquiry group, which outperformed the regular-classroom group at posttest - Inquiry skills improved significantly only in the computer-based inquiry group, which outperformed the regular-classroom group at posttest
• Inquiry tasks in the Holt Earth Science curriculum rely mainly on inductive and abductive methods, with deductive reasoning used least - Inquiry tasks in the Holt Earth Science curriculum rely mainly on inductive and abductive methods, with deductive reasoning used least
• Inquiry-based exploration simulations were significantly more likely in exact and life sciences than humanities and social sciences - Inquiry-based exploration simulations were significantly more likely in exact and life sciences than humanities and social sciences
• Inquiry-based learning strategies in laboratory courses are reported to significantly improve critical thinking skills - Inquiry-based learning strategies in laboratory courses are reported to significantly improve critical thinking skills
• Inquiry-based physics discussion supported peer co-construction of mechanistic explanations, distributing authority of knowledge and language among students - Inquiry-based physics discussion supported peer co-construction of mechanistic explanations, distributing authority of knowledge and language among students
• Inquiry-based science provides a highly contextualized setting for authentic language use and higher-level dialogue that is not text-dependent, supporting English learners' language development - Inquiry-based science provides a highly contextualized setting for authentic language use and higher-level dialogue that is not text-dependent, supporting English learners' language development
• Inquiry-first teaching stimulates interest, sharpens reading, and helps organize course work - Inquiry-first teaching stimulates interest, sharpens reading, and helps organize course work
• Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases - Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases
• Inserting trivia questions between interleaved exemplars impairs inductive learning when it disrupts juxtaposition of categories, with total spacing held constant - Inserting trivia questions between interleaved exemplars impairs inductive learning when it disrupts juxtaposition of categories, with total spacing held constant
• INSIDE fine-tuning achieves the highest alignment between generated internal dialogue and ground-truth student code edits, up to 57.9% - INSIDE fine-tuning achieves the highest alignment between generated internal dialogue and ground-truth student code edits, up to 57.9%
• InsideTrack© Coaching costs roughly $390–$500 per student per semester depending on program scale and intensity - InsideTrack© Coaching costs roughly $390–$500 per student per semester depending on program scale and intensity
• InsideTrack© Coaching has potentially positive effects on college credit accumulation and persistence, based on one RCT meeting WWC standards - InsideTrack© Coaching has potentially positive effects on college credit accumulation and persistence, based on one RCT meeting WWC standards
• InsideTrack© Coaching shows no discernible effects on college degree completion (attainment) - InsideTrack© Coaching shows no discernible effects on college degree completion (attainment)
• Insight survey domain averages are more stable across years when a school keeps the same leader, suggesting principals affect these measures - Insight survey domain averages are more stable across years when a school keeps the same leader, suggesting principals affect these measures
• Insights from the National Writing Project's teacher-leader preparation are presented as relevant for facilitating professional learning in all areas of instruction - Insights from the National Writing Project's teacher-leader preparation are presented as relevant for facilitating professional learning in all areas of instruction
• Installing the synthetic position as promoter can raise self-narrative coherence while lowering authorship of it (authorship-coherence dissociation) - Installing the synthetic position as promoter can raise self-narrative coherence while lowering authorship of it (authorship-coherence dissociation)
• Instances occurred where the Teacher LLM directly provided the final answer, bypassing the intended cognitive process, and can be programmatically filtered - Instances occurred where the Teacher LLM directly provided the final answer, bypassing the intended cognitive process, and can be programmatically filtered
• Instant access to information and 24/7 availability are the most recognised benefits of LLMs for learning - Instant access to information and 24/7 availability are the most recognised benefits of LLMs for learning
• Instinctive tendencies, particularly those evinced in play, already provide efficient machinery for children's acquaintance with the world - Instinctive tendencies, particularly those evinced in play, already provide efficient machinery for children's acquaintance with the world
• Institutional AI adoption is uneven, with partial adoption, incomplete policy development and uncertainty in high-stakes contexts - Institutional AI adoption is uneven, with partial adoption, incomplete policy development and uncertainty in high-stakes contexts
• Institutional AI policy formation lags behind practical AI presence in coursework, leaving many faculty in policy vacuums - Institutional AI policy formation lags behind practical AI presence in coursework, leaving many faculty in policy vacuums
• Institutional approval processes, privacy regulations, technology access, and limited classroom time constrained chatbot adoption beyond instructional value - Institutional approval processes, privacy regulations, technology access, and limited classroom time constrained chatbot adoption beyond instructional value
• Institutional GenAI guidance is more pro-use than computing course syllabus policies, where 92% of syllabi set explicit permissions and half prohibit use outright - Institutional GenAI guidance is more pro-use than computing course syllabus policies, where 92% of syllabi set explicit permissions and half prohibit use outright
• Institutional guidance cautions instructors about privacy (60% of institutions) while syllabi more often flag veracity of GenAI output and hindering learning - Institutional guidance cautions instructors about privacy (60% of institutions) while syllabi more often flag veracity of GenAI output and hindering learning
• Institutional initiatives, demographics, teaching practices, and information sources show weak or null associations with AI pedagogical orientation and use - Institutional initiatives, demographics, teaching practices, and information sources show weak or null associations with AI pedagogical orientation and use
• Institutional racism exposure is associated with poorer subjective cognitive function in African American women in a graded manner - Institutional racism exposure is associated with poorer subjective cognitive function in African American women in a graded manner
• Institutional strategic orientation most strongly influences the other enablers (PageRank 0.2430) - Institutional strategic orientation most strongly influences the other enablers (PageRank 0.2430)
• Institutional support significantly and positively predicts teacher confidence in adopting AI among Philippine teachers - Institutional support significantly and positively predicts teacher confidence in adopting AI among Philippine teachers
• Institutions diverge in default GenAI permission stances, ranging from unauthorized-unless-authorized to program-level carve-outs where instructors may not ban AI use - Institutions diverge in default GenAI permission stances, ranging from unauthorized-unless-authorized to program-level carve-outs where instructors may not ban AI use
• Institutions diverge in tooling strategy between protected, institutionally hosted AI environments and consumer tools governed by risk controls - Institutions diverge in tooling strategy between protected, institutionally hosted AI environments and consumer tools governed by risk controls
• Institutions have expanded student access to generative AI tools faster than they have developed policies, guidance, and shared learning goals for their use - Institutions have expanded student access to generative AI tools faster than they have developed policies, guidance, and shared learning goals for their use
• Instructed learners outperform all other condition groups in learning simple second language rules - Instructed learners outperform all other condition groups in learning simple second language rules
• Instructed reappraisal success improves with age across ages 10-23, following linear and quadratic trends - Instructed reappraisal success improves with age across ages 10-23, following linear and quadratic trends
• Instructed slow reading ran about 40% below normal rate and rapid reading about 16% below normal time, fairly uniformly across groups except seventh graders - Instructed slow reading ran about 40% below normal rate and rapid reading about 16% below normal time, fairly uniformly across groups except seventh graders
• Instructed students allocated more total time to learning, and time was correlated with successful retrieval attempts - Instructed students allocated more total time to learning, and time was correlated with successful retrieval attempts
• Instructing adults to gesture while reading narratives aloud hindered free recall relative to spontaneous gesturing (Study 1) - Instructing adults to gesture while reading narratives aloud hindered free recall relative to spontaneous gesturing (Study 1)
• Instructing students to draw relations between text ideas (organizational drawing) improves relative monitoring accuracy more than representational drawing - Instructing students to draw relations between text ideas (organizational drawing) improves relative monitoring accuracy more than representational drawing
• Instruction about collaboration rules alone has limited utility; explicit scaffolding via joint reflection tools during collaboration adds unique value - Instruction about collaboration rules alone has limited utility; explicit scaffolding via joint reflection tools during collaboration adds unique value
• Instruction based on cognitive load theory can compensate for age-related cognitive declines - Instruction based on cognitive load theory can compensate for age-related cognitive declines
• Instruction before exploration yields immediate MVC-strategy advantages in the first exploration task, driven by shorter exploration time - Instruction before exploration yields immediate MVC-strategy advantages in the first exploration task, driven by shorter exploration time
• Instruction before problem solving leads students to generate fewer but higher-quality solution attempts than problem solving before instruction - Instruction before problem solving leads students to generate fewer but higher-quality solution attempts than problem solving before instruction
• Instruction combining communication rules (RIDE) and a hypothesis tool (CHT) increases team regulation in computer-supported collaborative inquiry, and team regulation relates to learning outcomes only in that combined condition - Instruction combining communication rules (RIDE) and a hypothesis tool (CHT) increases team regulation in computer-supported collaborative inquiry, and team regulation relates to learning outcomes onl
• Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers - Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers
• Instruction improves adolescents' metastrategic knowledge of sourcing and corroboration, with gains reflected in evaluation performance - Instruction improves adolescents' metastrategic knowledge of sourcing and corroboration, with gains reflected in evaluation performance
• Instruction in language, phonological awareness, and decoding improved performance in the taught domain, while interventions teaching print knowledge or early writing exclusively did not - Instruction in language, phonological awareness, and decoding improved performance in the taught domain, while interventions teaching print knowledge or early writing exclusively did not
• Instruction in methods of study improved school children's work when the instruction was specific to the tasks being undertaken - Instruction in methods of study improved school children's work when the instruction was specific to the tasks being undertaken
• Instruction in sexual matters is held by authorities to be the best and most powerful means of prevention, though not a cure-all, and the alternative to good instruction is bad instruction rather than silence. - Instruction in sexual matters is held by authorities to be the best and most powerful means of prevention, though not a cure-all, and the alternative to good instruction is bad instruction rather than
• Instruction in STEAM AI literacy is predominantly technology-enhanced (82.1% of studies) rather than unplugged (17.9%) - Instruction in STEAM AI literacy is predominantly technology-enhanced (82.1% of studies) rather than unplugged (17.9%)
• Instruction in upper elementary grades is often departmentalized: about one in six elementary school teachers in the original administrative data was linked to a subject he or she did not teach - Instruction in upper elementary grades is often departmentalized: about one in six elementary school teachers in the original administrative data was linked to a subject he or she did not teach
• Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews - Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews
• Instruction increased students' ability to evaluate experiments designed by others on a paper-and-pencil test - Instruction increased students' ability to evaluate experiments designed by others on a paper-and-pencil test
• Instruction must be challenging for learning gains, but raising challenge without classroom control and student support harms grades and engagement - Instruction must be challenging for learning gains, but raising challenge without classroom control and student support harms grades and engagement
• Instruction on scalar electric potential produces a pronounced dip in correct vector-based Newton's Third Law responses in E&M - Instruction on scalar electric potential produces a pronounced dip in correct vector-based Newton's Third Law responses in E&M
• Instruction on the marked OBJECT OF A PREPOSITION relative clause type improved grammaticality judgment across most relative clause categories (review-reported, citing Gass 1981) - Instruction on the marked OBJECT OF A PREPOSITION relative clause type improved grammaticality judgment across most relative clause categories (review-reported, citing Gass 1981)
• Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains - Instruction organized to promote authentic intellectual work was associated with more complex student thinking and greater standardized test gains
• Instruction plus the reflection tool improved vocational students' actual collaborative chat behavior compared with control, but instruction alone did not demonstrate any desired collaborative behaviors more often than control - Instruction plus the reflection tool improved vocational students' actual collaborative chat behavior compared with control, but instruction alone did not demonstrate any desired collaborative behavio
• Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed - Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition
• Instruction that includes systematic phonics leads to better spelling and reading outcomes than instruction that does not - Instruction that includes systematic phonics leads to better spelling and reading outcomes than instruction that does not
• Instruction type predicts post-test performance with a large effect size after controls (linear and quantile regression) - Instruction type predicts post-test performance with a large effect size after controls (linear and quantile regression)
• Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control - Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control
• Instruction-only vocational students matched control on all univariate communication variables, showing no significant differences between the two conditions in this study - Instruction-only vocational students matched control on all univariate communication variables, showing no significant differences between the two conditions in this study
• Instruction-tuning a student model on a single misconception overgeneralizes the error across problems and degrades correct-solving accuracy - Instruction-tuning a student model on a single misconception overgeneralizes the error across problems and degrades correct-solving accuracy
• Instructional approach interacts with prior knowledge for lasting learning, with benefits concentrated among stronger students - Instructional approach interacts with prior knowledge for lasting learning, with benefits concentrated among stronger students
• Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy - Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy
• Instructional approach, AI technology type, assessment instrument, educational level, and publication year do not significantly moderate AI literacy intervention effects - Instructional approach, AI technology type, assessment instrument, educational level, and publication year do not significantly moderate AI literacy intervention effects
• Instructional approaches do not differ significantly in monitoring or reflecting, and omnibus differences in orienting and planning show no significant pairwise differences - Instructional approaches do not differ significantly in monitoring or reflecting, and omnibus differences in orienting and planning show no significant pairwise differences
• Instructional approaches that include inquiry learning are more effective than direct instruction for acquiring conceptual knowledge, per the review's synthesis of meta-analyses - Instructional approaches that include inquiry learning are more effective than direct instruction for acquiring conceptual knowledge, per the review's synthesis of meta-analyses
• Instructional clarity is a significant main effect on concept achievement, accounting for roughly half of score variance across measures - Instructional clarity is a significant main effect on concept achievement, accounting for roughly half of score variance across measures
• Instructional coaching provides individualized support adapted to teachers' needs and classroom contexts, in contrast to traditional professional development workshops - Instructional coaching provides individualized support adapted to teachers' needs and classroom contexts, in contrast to traditional professional development workshops
• Instructional condition did not significantly affect readers' predictive judgments of understanding - Instructional condition did not significantly affect readers' predictive judgments of understanding
• Instructional Conversations and Literature Logs produce statistically significant positive effects on factual and interpretive story comprehension in a short-term randomized trial with English language learners - Instructional Conversations and Literature Logs produce statistically significant positive effects on factual and interpretive story comprehension in a short-term randomized trial with English languag
• Instructional decisions form the hub of decision-type co-occurrence, most strongly with assessment decisions - Instructional decisions form the hub of decision-type co-occurrence, most strongly with assessment decisions
• Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain - Instructional design and preferences interacted in predicting knowledge: DI-PS assignment and DI-PS preference were negatively associated with conceptual knowledge gain
• Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions - Instructional design competence of pre-service teachers comprises knowledge, ability, and personal attributes dimensions
• Instructional design features of CE activities (peer interaction, feedback, self-assessments, flipped classroom) are positively associated with SRL strategies - Instructional design features of CE activities (peer interaction, feedback, self-assessments, flipped classroom) are positively associated with SRL strategies
• Instructional design models are rarely tested against outcomes; their credibility comes from practitioners finding them useful. - An account of the instructional design model literature holds that few design models have been rigorously evaluated against predetermined criteria, and that widely adopted models gain credibility from
• Instructional designers define dispositions in varied and divergent ways, with several conflating them with soft skills - Instructional designers define dispositions in varied and divergent ways, with several conflating them with soft skills
• Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent - Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent
• Instructional drawing support does not significantly improve students' comprehension or transfer compared with unsupported drawing overall - Instructional drawing support does not significantly improve students' comprehension or transfer compared with unsupported drawing overall
• Instructional expenditures show the largest consistent association with achievement, with roughly 84% of variation in spending effectiveness driven by class size reductions, teacher salary increases, and reduced teacher turnover - Instructional expenditures show the largest consistent association with achievement, with roughly 84% of variation in spending effectiveness driven by class size reductions, teacher salary increases,
• Instructional foci show no main effect on reading comprehension across all students, and reading-motivation focus shows no meaningful differential effectiveness across profiles - Instructional foci show no main effect on reading comprehension across all students, and reading-motivation focus shows no meaningful differential effectiveness across profiles
• Instructional focus (number and operations vs. word-problem solving) and intervention implementer (researcher vs. school personnel) did not significantly predict effect sizes or moderate the dose–response relation - Instructional focus (number and operations vs.
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows.
• Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do so as well - Instructional leadership ratings are high even in bottom-quartile Chicago high schools: 85 percent of top-quartile teachers give strong or very strong ratings, and half of bottom-quartile teachers do
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition - Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition
• Instructional materials authored by a single instructor via the pipeline were peer-reviewed and successfully deployed by six different professors, suggesting tacit knowledge was translated into reusable teaching assets. - Instructional materials authored by a single instructor via the pipeline were peer-reviewed and successfully deployed by six different professors, suggesting tacit knowledge was translated into reusab
• Instructional method and prior knowledge interact on conceptual understanding of statistics (expertise reversal effect) - Instructional method and prior knowledge interact on conceptual understanding of statistics (expertise reversal effect)
• Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-significant effect (ES = 0.396) - Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-sign
• Instructional model shows a significant subgroup difference (traditional classroom g = 1.19 vs. AI teaching g = 0.69) that does not remain robust in multivariate meta-regression - Instructional model shows a significant subgroup difference (traditional classroom g = 1.19 vs.
• Instructional moderators: effects significant against passive controls and for researcher-delivered, high-dose, and experimenter-designed trained-item tasks, but moderator contrasts not significant - Instructional moderators: effects significant against passive controls and for researcher-delivered, high-dose, and experimenter-designed trained-item tasks, but moderator contrasts not significant
• Instructional modifications that lower barriers are optional supports for younger resilient learners but may be necessary for older beginners, pre-literate students, and learners dealing with trauma or disabilities - Instructional modifications that lower barriers are optional supports for younger resilient learners but may be necessary for older beginners, pre-literate students, and learners dealing with trauma o
• Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem - Instructional practices aligned to the Belonging MDP were associated with significant declines in students' perceptions that science required too much effort or threatened self-esteem
• Instructional schedules are the least informative curriculum document type for 21st-century competency analytics, while detailed learning activity content is the most informative - Instructional schedules are the least informative curriculum document type for 21st-century competency analytics, while detailed learning activity content is the most informative
• Instructional support has a moderate positive effect on diagnostic competences in higher education (g = 0.39) - Instructional support has a moderate positive effect on diagnostic competences in higher education (g = 0.39)
• Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge - Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge
• Instructional systems that do not explicitly develop evaluative expertise set up artificial but potentially removable performance ceilings - Instructional systems that do not explicitly develop evaluative expertise set up artificial but potentially removable performance ceilings
• Instructional techniques for studying worked examples can increase germane cognitive load (per van Merriënboer, Schuurman, De Croock, & Paas) - Instructional techniques for studying worked examples can increase germane cognitive load (per van Merriënboer, Schuurman, De Croock, & Paas)
• Instructional videos and AI chatbots show complementary rather than redundant functions for science learning - Instructional videos and AI chatbots show complementary rather than redundant functions for science learning
• Instructional visuals reduced draw relative metacomprehension accuracy compared to text-only condition - Instructional visuals reduced draw relative metacomprehension accuracy compared to text-only condition
• Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress - Instructionally focused TPE implementation is seen as more valuable, while compliance-driven implementation increases teacher stress
• Instructionally relevant decisions influenced by state assessments are made by many actors beyond day-to-day teacher-student interactions - Instructionally relevant decisions influenced by state assessments are made by many actors beyond day-to-day teacher-student interactions
• Instructionally supported (prompted) journal writing outperforms unsupported journal writing on learning outcomes (Hedges's g = 0.78) - Instructionally supported (prompted) journal writing outperforms unsupported journal writing on learning outcomes (Hedges's g = 0.78)
• Instructions increased self-testing and cumulative learning but not study choices or feedback seeking in Experiment 1 - Instructions increased self-testing and cumulative learning but not study choices or feedback seeking in Experiment 1
• Instructions to maintain feelings of disgust do not disrupt working memory performance in either age group - Instructions to maintain feelings of disgust do not disrupt working memory performance in either age group
• Instructor access to students' individual Web folders enabled coaching on work-in-progress in the Web-based course - Instructor access to students' individual Web folders enabled coaching on work-in-progress in the Web-based course
• Instructor body posture affects students' liking of the instructor on both dimensions and their interaction, mainly driven by the slumped/closed condition - Instructor body posture affects students' liking of the instructor on both dimensions and their interaction, mainly driven by the slumped/closed condition
• Instructor body posture affects students' perceived instructor agency, mainly through the vertical dimension - Instructor body posture affects students' perceived instructor agency, mainly through the vertical dimension
• Instructor body posture affects students' perceived instructor communion on both the vertical and the horizontal dimension - Instructor body posture affects students' perceived instructor communion on both the vertical and the horizontal dimension
• Instructor body posture shows no direct effects on students' situational interest, but indirect-only mediation effects through perceived enthusiasm - Instructor body posture shows no direct effects on students' situational interest, but indirect-only mediation effects through perceived enthusiasm
• Instructor body posture shows no significant main or interaction effects on students' motivation, though pairwise contrasts favour conditions over slumped/closed - Instructor body posture shows no significant main or interaction effects on students' motivation, though pairwise contrasts favour conditions over slumped/closed
• Instructor co-designed tagging transforms raw LMS log data into structured event data reflecting course design and temporal context - Instructor co-designed tagging transforms raw LMS log data into structured event data reflecting course design and temporal context
• Instructor grading practices vary extremely, with some instructors awarding no honor grades and others awarding honor grades to over half their students - Instructor grading practices vary extremely, with some instructors awarding no honor grades and others awarding honor grades to over half their students
• Instructor roles shift from exclusive information source toward orchestrating and regulating AI-mediated learning activities - Instructor roles shift from exclusive information source toward orchestrating and regulating AI-mediated learning activities
• Instructor verification of AI-generated content before delivery is feasible and crucial for quality, per prior systems reviewed - Instructor verification of AI-generated content before delivery is feasible and crucial for quality, per prior systems reviewed
• Instructor video presence produced no significant difference in retention or transfer of Mandarin tone distinction among true-beginner learners - Instructor video presence produced no significant difference in retention or transfer of Mandarin tone distinction among true-beginner learners
• Instructor video presence produced no significant difference in tone production correctness, acceptability, or confidence, though with-condition means were descriptively higher on correctness and acceptability - Instructor video presence produced no significant difference in tone production correctness, acceptability, or confidence, though with-condition means were descriptively higher on correctness and acce
• Instructor-confirmed grading errors occurred at roughly 0.02–0.04% of rubric line items across the term - Instructor-confirmed grading errors occurred at roughly 0.02–0.04% of rubric line items across the term
• Instructor-led facial joy mimicry predominated: 58% of dyads were instructor-led and the critical lag window's midpoint was around +500 msec after the instructor's expression - Instructor-led facial joy mimicry predominated: 58% of dyads were instructor-led and the critical lag window's midpoint was around +500 msec after the instructor's expression
• Instructor-scripted self-explanation prompts have limitations, motivating computer-generated prompts - Instructor-scripted self-explanation prompts have limitations, motivating computer-generated prompts
• Instructors and LLMs distribute feedback similarly across the five argumentative goals, with Claim receiving the most feedback from both - Instructors and LLMs distribute feedback similarly across the five argumentative goals, with Claim receiving the most feedback from both
• Instructors and students agree that personal gain is the primary value of experiential learning, with beauty and social good seen as important but of lesser significance - Instructors and students agree that personal gain is the primary value of experiential learning, with beauty and social good seen as important but of lesser significance
• Instructors authoring AI tutoring chatbots in a MOOC almost never systematically tested their bots before deploying them to students - Instructors authoring AI tutoring chatbots in a MOOC almost never systematically tested their bots before deploying them to students
• Instructors engage LLM-generated suggestions as a controllable refinement process - Instructors engage LLM-generated suggestions as a controllable refinement process
• Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students - Instructors favored delayed over immediate oral corrective feedback, believing immediate correction intimidates students
• Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication - Instructors focused OCF on pronunciation and grammar errors and withheld correction unless errors impeded communication
• Instructors frequently encounter suspected inappropriate AI use but lack confidence in their current investigation processes - Instructors frequently encounter suspected inappropriate AI use but lack confidence in their current investigation processes
• Instructors in their second or subsequent term using Lumen One made greater use of six of seven instructor-facing courseware components than first-term users. - Instructors in their second or subsequent term using Lumen One made greater use of six of seven instructor-facing courseware components than first-term users.
• Instructors perceive experiential learning primarily as developing transferable skills for personal and professional growth, with student happiness rarely considered (gain) - Instructors perceive experiential learning primarily as developing transferable skills for personal and professional growth, with student happiness rarely considered (gain)
• Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty) - Instructors perceive that experiential learning cultivates enjoyment, satisfaction, and self-confidence through peer and community engagement (beauty)
• Instructors reported that FORAP packaging reduced the initial effort to adopt and adapt PjBL activities, based on anecdotal feedback - Instructors reported that FORAP packaging reduced the initial effort to adopt and adapt PjBL activities, based on anecdotal feedback
• Instructors use more first-person and second-person pronouns and more questions than LLMs in feedback comments - Instructors use more first-person and second-person pronouns and more questions than LLMs in feedback comments
• Instructors value design problems for assessing higher-order thinking in PjBL but cite creation effort and scalability as adoption barriers - Instructors value design problems for assessing higher-order thinking in PjBL but cite creation effort and scalability as adoption barriers
• Instructors who reported moderate iPad experience and/or no barriers to technology integration demonstrated the least desirable student use patterns - Instructors who reported moderate iPad experience and/or no barriers to technology integration demonstrated the least desirable student use patterns
• Instructors widely relaxed deadlines and adjusted grading to accommodate pandemic circumstances, while balancing compassion with academic rigor - Instructors widely relaxed deadlines and adjusted grading to accommodate pandemic circumstances, while balancing compassion with academic rigor
• Instructors' and students' facial expressions of joy cross-recurred substantially above chance during a critical time window of about -2 to +3 seconds relative to instructors' expressions - Instructors' and students' facial expressions of joy cross-recurred substantially above chance during a critical time window of about -2 to +3 seconds relative to instructors' expressions
• Instructors' moral awareness and intention grow parallel with institutional and social support - Instructors' moral awareness and intention grow parallel with institutional and social support
• Instructors' post-session self-reported joy correlated positively with class-average instructor–student joy mimicry, but students' self-reported joy did not - Instructors' post-session self-reported joy correlated positively with class-average instructor–student joy mimicry, but students' self-reported joy did not
• Instructors' pre-intervention iPad experience varied widely and this range corresponded with variable student use of the intervention - Instructors' pre-intervention iPad experience varied widely and this range corresponded with variable student use of the intervention
• Instructor–student joy mimicry was predominantly dyad-specific: only 16.4% of variance in the mimicry index was attributable to instructors - Instructor–student joy mimicry was predominantly dyad-specific: only 16.4% of variance in the mimicry index was attributable to instructors
• Instrument type moderated the mental rotation gender-difference effect size but not the visualisation effect size - Instrument type moderated the mental rotation gender-difference effect size but not the visualisation effect size
• Instrumental motivation shows a small negative indirect association in the moderated model, contrary to the hypothesized positive pathway, with sign reversal across model specifications - Instrumental motivation shows a small negative indirect association in the moderated model, contrary to the hypothesized positive pathway, with sign reversal across model specifications
• Instruments show conceptual inconsistency: the same terms label different competence aspects, and disciplinary origin does not significantly correlate with definition or terminology choice - Instruments show conceptual inconsistency: the same terms label different competence aspects, and disciplinary origin does not significantly correlate with definition or terminology choice
• Instruments show great heterogeneity in measurement quality, with validity or reliability information lacking in many cases - Instruments show great heterogeneity in measurement quality, with validity or reliability information lacking in many cases
• Insufficient data systems, LCFF funding limits, transportation barriers, and child welfare capacity constraints impede coordinated support for students in foster care - Insufficient data systems, LCFF funding limits, transportation barriers, and child welfare capacity constraints impede coordinated support for students in foster care
• Integer-programming recourse generates compact, model-valid, SHACL-conformant intervention plans at scale on OULAD - Integer-programming recourse generates compact, model-valid, SHACL-conformant intervention plans at scale on OULAD
• Integrated AI support shows a near-medium effect on affective experience (g = 0.42) and a small, non-significant effect on perception (g = 0.18) - Integrated AI support shows a near-medium effect on affective experience (g = 0.42) and a small, non-significant effect on perception (g = 0.18)
• Integrated AI-based cognitive and emotional support shows a large effect on knowledge acquisition (g = 0.88) - Integrated AI-based cognitive and emotional support shows a large effect on knowledge acquisition (g = 0.88)
• Integrated instructional hours correlate more positively with technology integration ability than stand-alone technology courses - Integrated instructional hours correlate more positively with technology integration ability than stand-alone technology courses
• Integrated models combining mathematical and motivational propensities significantly explain algebra performance - Integrated models combining mathematical and motivational propensities significantly explain algebra performance
• Integrated schools are most likely to keep pace with ITBS norms while predominantly minority and African-American schools are most likely to lag - Integrated schools are most likely to keep pace with ITBS norms while predominantly minority and African-American schools are most likely to lag
• Integrated student supports are associated with improvements in attendance, behavior, social functioning, and academic achievement - Integrated student supports are associated with improvements in attendance, behavior, social functioning, and academic achievement
• Integrated support outperforms cognitive-only support for knowledge acquisition but is less effective for perception, with similar effects on affect - Integrated support outperforms cognitive-only support for knowledge acquisition but is less effective for perception, with similar effects on affect
• Integrating academic learning into CTE classes is challenging for educators and curriculum developers - Integrating academic learning into CTE classes is challenging for educators and curriculum developers
• Integrating AI in collaborative learning raises challenges including algorithmic bias, over-reliance on technology, and teacher training needs - Integrating AI in collaborative learning raises challenges including algorithmic bias, over-reliance on technology, and teacher training needs
• Integrating AI in CS assessment raises concerns about academic integrity, algorithmic bias, transparency, and ethical evaluation - Integrating AI in CS assessment raises concerns about academic integrity, algorithmic bias, transparency, and ethical evaluation
• Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment - Integrating cognitive apprenticeship methods in a Web-based course required a significant and largely unbounded instructor time investment
• Integrating cognitive scores with non-cognitive learner attributes enables the system to dynamically adapt AI-generated explanations in tone, depth and instructional strategy to individual learner performance - Integrating cognitive scores with non-cognitive learner attributes enables the system to dynamically adapt AI-generated explanations in tone, depth and instructional strategy to individual learner per
• Integrating culture in ICT design serves a broader scope than current methods recognise, from culture-neutral to culture-specific - Integrating culture in ICT design serves a broader scope than current methods recognise, from culture-neutral to culture-specific
• Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness - Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness
• Integrating literacy and science within authentic real-world experiences can produce greater learning in both areas than teaching either separately - Integrating literacy and science within authentic real-world experiences can produce greater learning in both areas than teaching either separately
• Integrating oral and written English language instruction into content-area teaching shows positive impacts on content-area acquisition in five RCTs - Integrating oral and written English language instruction into content-area teaching shows positive impacts on content-area acquisition in five RCTs
• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions - Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions
• Integrating principals into district MiC leadership teams grounded CoP conversations in practice and helped teams interpret school-level achievement data - Integrating principals into district MiC leadership teams grounded CoP conversations in practice and helped teams interpret school-level achievement data
• Integrating science and literacy instruction benefits elementary students - Integrating science and literacy instruction benefits elementary students
• Integrating scientific visualization into secondary education faces three named problems: basic scientific practices, classroom-format incompatibility, and infrastructure needs - Integrating scientific visualization into secondary education faces three named problems: basic scientific practices, classroom-format incompatibility, and infrastructure needs
• Integrating spatially or temporally separated but related elements of instructional information produces a large average learning benefit for novices - Integrating spatially or temporally separated but related elements of instructional information produces a large average learning benefit for novices
• Integration of psychological care appears most effective when it operates on multiple levels: routine distress assessment, frontline psycho-education and access to specialist interventions - Integration of psychological care appears most effective when it operates on multiple levels: routine distress assessment, frontline psycho-education and access to specialist interventions
• Integrative models indicate much of the apparent ordinal-rank effect reflects distributionally scaled relative achievement, while contextual means remain the most robust comparative indicator - Integrative models indicate much of the apparent ordinal-rank effect reflects distributionally scaled relative achievement, while contextual means remain the most robust comparative indicator
• Intellectual giftedness significantly moderates the Grade 3–4 fluency trend: gifted subjects tend to increase while non-gifted subjects tend to decline - Intellectual giftedness significantly moderates the Grade 3–4 fluency trend: gifted subjects tend to increase while non-gifted subjects tend to decline
• Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls - Intellectual helplessness mediates the relation between chronic stereotype threat and mathematical achievement only for highly gender-identified girls
• Intellectual style is a way of directing intelligence, not a level of it - Intellectual style is a way of directing intelligence, not a level of it
• Intellectual styles are partly socialized and therefore modifiable to some degree - Intellectual styles are partly socialized and therefore modifiable to some degree
• Intellectual-property concerns and fan attraction to the backstory jointly shaped the fan ARG's focus on the Rambaldi mythology - Intellectual-property concerns and fan attraction to the backstory jointly shaped the fan ARG's focus on the Rambaldi mythology
• Intellectually Ambitious Instruction Is Associated with Improved Student Learning Across Populations - Intellectually Ambitious Instruction Is Associated with Improved Student Learning Across Populations
• Intelligence and creativity share more variance than the traditional assumption of distinct abilities holds - Intelligence and creativity share more variance than the traditional assumption of distinct abilities holds
• Intelligence and need for cognition are strong predictors of academic achievement in Flemish seventh graders - Intelligence and need for cognition are strong predictors of academic achievement in Flemish seventh graders
• Intelligence and working memory predicted seventh-grade mathematics before prior achievement was controlled, but their direct effects were masked by sixth-grade competence - Intelligence and working memory predicted seventh-grade mathematics before prior achievement was controlled, but their direct effects were masked by sixth-grade competence
• Intelligence is positively associated with SPT accuracy, with strength varying by measure - Intelligence is positively associated with SPT accuracy, with strength varying by measure
• Intelligence-perception scores differ by class year, with fourth-year students more incremental and second-year students more entity-oriented - Intelligence-perception scores differ by class year, with fourth-year students more incremental and second-year students more entity-oriented
• Intelligent Extended Reality interventions in VET show consistent positive effects on procedural competence, practical skills, and learner motivation - Intelligent Extended Reality interventions in VET show consistent positive effects on procedural competence, practical skills, and learner motivation
• Intelligent Novice error-correction tutoring produced better delayed transfer and immediate isomorphic performance than the Expert tutor in spreadsheet learning - Intelligent Novice error-correction tutoring produced better delayed transfer and immediate isomorphic performance than the Expert tutor in spreadsheet learning
• Intelligent tutoring raised test scores by a median of 0.66 standard deviations over conventional instruction across 50 controlled evaluations - Intelligent tutoring raised test scores by a median of 0.66 standard deviations over conventional instruction across 50 controlled evaluations
• Intelligent tutoring systems are a mature, technologically sophisticated implementation of AI-driven personalized learning with mostly positive outcomes in programming, mathematics, and STEM - Intelligent tutoring systems are a mature, technologically sophisticated implementation of AI-driven personalized learning with mostly positive outcomes in programming, mathematics, and STEM
• Intelligent tutoring systems are reported to improve learning outcomes, especially in structured knowledge domains - Intelligent tutoring systems are reported to improve learning outcomes, especially in structured knowledge domains
• Intelligent tutoring systems can improve learning outcomes, particularly with immediate actionable feedback - Intelligent tutoring systems can improve learning outcomes, particularly with immediate actionable feedback
• Intelligent tutoring systems have been shown to improve upon typical classroom instruction - Intelligent tutoring systems have been shown to improve upon typical classroom instruction
• Intelligent tutoring systems improve achievement over non-individualised instruction
• Intelligent Tutoring Systems in VET foster declarative and procedural knowledge - Intelligent Tutoring Systems in VET foster declarative and procedural knowledge
• Intelligent tutoring systems show moderate learning benefits but are less effective than human tutoring - Intelligent tutoring systems show moderate learning benefits but are less effective than human tutoring
• Intelligent tutoring systems with dynamic student modeling increase learning gains over regular instruction - Intelligent tutoring systems with dynamic student modeling increase learning gains over regular instruction
• Intended learning effort predicts L2 proficiency with a modest standardized coefficient of .20 in all three models - Intended learning effort predicts L2 proficiency with a modest standardized coefficient of .20 in all three models
• Intensity of learner control use relates to retention gains but not to transfer performance - Intensity of learner control use relates to retention gains but not to transfer performance
• Intensity of SES services and other provider characteristics are not significantly related to estimated impacts - Intensity of SES services and other provider characteristics are not significantly related to estimated impacts
• Intensive AI assistance predicts strong task performance even with low engagement, but follow-up performance is substantially higher only when intensive AI use is combined with sustained task engagement - Intensive AI assistance predicts strong task performance even with low engagement, but follow-up performance is substantially higher only when intensive AI use is combined with sustained task engageme
• Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course - Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course
• Intensive interventions should be planned and provided based on data and guided by evidence-based practices - Intensive interventions should be planned and provided based on data and guided by evidence-based practices
• Intensive LLM use in educational contexts may lead to an accumulation of cognitive debt that weakens critical thinking and epistemic ownership - Intensive LLM use in educational contexts may lead to an accumulation of cognitive debt that weakens critical thinking and epistemic ownership
• Intensive mathematics interventions for K-3 students with or at risk for MD yield an overall pooled mean effect size of β = 0.61 with substantial heterogeneity - Intensive mathematics interventions for K-3 students with or at risk for MD yield an overall pooled mean effect size of β = 0.61 with substantial heterogeneity
• Intensive remediation alone will not meet students' needs and, if segregating and stigmatizing, can deepen inequality and trauma - Intensive remediation alone will not meet students' needs and, if segregating and stigmatizing, can deepen inequality and trauma
• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven - Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven
• Intensive training and residency programs for school leaders helped facilitate sharing of best practices, but some schools had not progressed to implementing the shared practices - Intensive training and residency programs for school leaders helped facilitate sharing of best practices, but some schools had not progressed to implementing the shared practices
• Intention to use consolidated LLM reports is associated with motivation and personalisation - Intention to use consolidated LLM reports is associated with motivation and personalisation
• Intentional binding links voluntary actions to their outcomes in subjective time, creating experience of agency and responsibility - Intentional binding links voluntary actions to their outcomes in subjective time, creating experience of agency and responsibility
• Intentional vocabulary learning yields higher, faster gains and better retention than incidental learning through reading - Intentional vocabulary learning yields higher, faster gains and better retention than incidental learning through reading
• Intentionally designed career pathways with multiple entry and exit points and stackable credentials receive moderate evidence of improving student outcomes - Intentionally designed career pathways with multiple entry and exit points and stackable credentials receive moderate evidence of improving student outcomes
• Intentionally down-regulating disgust disrupts young adults' working memory performance but not older adults' at the second post-induction measurement - Intentionally down-regulating disgust disrupts young adults' working memory performance but not older adults' at the second post-induction measurement
• Inter-annotator agreement was moderate (combined mean Fleiss's κ of 0.62 across 23 groups), yet most students reported having reached consensus - Inter-annotator agreement was moderate (combined mean Fleiss's κ of 0.62 across 23 groups), yet most students reported having reached consensus
• Inter-detector agreement between Pangram and GPTZero collapses after humanization, so a single vendor flag is not a reliable consensus signal - Inter-detector agreement between Pangram and GPTZero collapses after humanization, so a single vendor flag is not a reliable consensus signal
• Inter-problem multivoxel pattern stability in the hippocampus increases from childhood through adolescence into adulthood, reaching adult-like levels by adolescence - Inter-problem multivoxel pattern stability in the hippocampus increases from childhood through adolescence into adulthood, reaching adult-like levels by adolescence
• Inter-rater agreement among pre-service teachers is low regardless of grading approach or essay quality - Inter-rater agreement among pre-service teachers is low regardless of grading approach or essay quality
• Inter-rater agreement among the 20 expert teachers was low, at or below chance across QM criteria - Inter-rater agreement among the 20 expert teachers was low, at or below chance across QM criteria
• Inter-region correlations within the ToM network are lower in blind children, while ToM and language networks remain functionally distinct - Inter-region correlations within the ToM network are lower in blind children, while ToM and language networks remain functionally distinct
• Inter-test correlations appear lower for children of a given age than for adults, though quantitative evidence is slight - Inter-test correlations appear lower for children of a given age than for adults, though quantitative evidence is slight
• Interacting repeatedly across convenings built trust that enabled districts to give and receive critiques of one another's plans - Interacting repeatedly across convenings built trust that enabled districts to give and receive critiques of one another's plans
• Interacting with an eco-feedback LLM interface surfaces gaps in students' understanding of digital sustainability and supports learning about the environmental impact of everyday LLM use - Interacting with an eco-feedback LLM interface surfaces gaps in students' understanding of digital sustainability and supports learning about the environmental impact of everyday LLM use
• Interaction and usability challenges affect 85.3% of reviewed CAI articles, with usability problems most observable in mature rule-based agents - Interaction and usability challenges affect 85.3% of reviewed CAI articles, with usability problems most observable in mature rule-based agents