Claims: S 6

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

• Students feel quite confident about their monitoring and regulation judgments even before self-scoring - Students feel quite confident about their monitoring and regulation judgments even before self-scoring
• Students feel safest in classrooms and least safe in areas just outside the school, with safety tracking the level of adult supervision - Students feel safest in classrooms and least safe in areas just outside the school, with safety tracking the level of adult supervision
• Students felt AI monitoring and judgement adds pressure, while teachers worried over-monitoring would change their own behavior and risk teacher-student trust - Students felt AI monitoring and judgement adds pressure, while teachers worried over-monitoring would change their own behavior and risk teacher-student trust
• Students felt short-changed by classrooms over-emphasizing basic operations and withholding advanced mathematics - Students felt short-changed by classrooms over-emphasizing basic operations and withholding advanced mathematics
• Students find computer-based simulation feedback insufficient because incorrect responses are marked without explanation - Students find computer-based simulation feedback insufficient because incorrect responses are marked without explanation
• Students find magnetopause crossings well in magnetic field data but have more difficulty with particle data, and some data sets contain no crossings at all - Students find magnetopause crossings well in magnetic field data but have more difficulty with particle data, and some data sets contain no crossings at all
• Students find OpenSciEd units relevant and coherent, with over 90% reporting relevance and 87% reporting the lesson ties to the bigger picture - Students find OpenSciEd units relevant and coherent, with over 90% reporting relevance and 87% reporting the lesson ties to the bigger picture
• Students find reflective prompts accompanied by visual elements more actionable and easier to interpret than plain-text prompts - Students find reflective prompts accompanied by visual elements more actionable and easier to interpret than plain-text prompts
• Students flagged as honors courses demonstrated greater than expected science growth - Students flagged as honors courses demonstrated greater than expected science growth
• Students focused more on errors than on pluses both when providing and when processing peer-feedback - Students focused more on errors than on pluses both when providing and when processing peer-feedback
• Students found AI effective for ideation and formatting but unreliable for practical experimental details - Students found AI effective for ideation and formatting but unreliable for practical experimental details
• Students found AI feedback helpful and actionable more often than not across a semester of reflective writing - Students found AI feedback helpful and actionable more often than not across a semester of reflective writing
• Students found ChatGPT responses useful but insufficient in depth and detail compared with TA responses - Students found ChatGPT responses useful but insufficient in depth and detail compared with TA responses
• Students found the GoCPS application platform logistically easy to use, but applications to schools with additional requirements caused difficulties - Students found the GoCPS application platform logistically easy to use, but applications to schools with additional requirements caused difficulties
• Students found using a chatbot to solve a photoelectric-effect problem and evaluating its answer insightful, and the authors propose group checking as a way to verify chatbot answers - Students found using a chatbot to solve a photoelectric-effect problem and evaluating its answer insightful, and the authors propose group checking as a way to verify chatbot answers
• Students framed AI as replacement rather than scaffolding in 48 of 49 essays - Students framed AI as replacement rather than scaffolding in 48 of 49 essays
• Students framed an effective GenAI course policy as an interconnected system in which knowledge, evaluation, collaboration, contextualization, autonomy, ethics, and institutional responsibility mutually shape one another - Students framed an effective GenAI course policy as an interconnected system in which knowledge, evaluation, collaboration, contextualization, autonomy, ethics, and institutional responsibility mutual
• Students frequently accepted misleading AI recommendations (overreliance) while rarely rejecting correct ones (underreliance) - Students frequently accepted misleading AI recommendations (overreliance) while rarely rejecting correct ones (underreliance)
• Students frequently reported that personalized problem topics did not match their interests - Students frequently reported that personalized problem topics did not match their interests
• Students from advantaged socioeconomic backgrounds do not benefit significantly more from homework than their peers in eighth grade - Students from advantaged socioeconomic backgrounds do not benefit significantly more from homework than their peers in eighth grade
• Students from closed schools scored roughly one and a half months behind in reading and two months behind in math in the spring of the announcement year - Students from closed schools scored roughly one and a half months behind in reading and two months behind in math in the spring of the announcement year
• Students from higher-ranked universities and with stronger prior knowledge are more likely to adopt proactive and critical AI engagement - Students from higher-ranked universities and with stronger prior knowledge are more likely to adopt proactive and critical AI engagement
• Students from low income backgrounds, English learners, students receiving special education services, and Black and Hispanic students were more often identified as at significant risk - Students from low income backgrounds, English learners, students receiving special education services, and Black and Hispanic students were more often identified as at significant risk
• Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.5 times as likely - Students from low income, English learner, special education, and several racial/ethnic groups are more likely to be repeatedly identified as significantly below benchmark, with low income students 2.
• Students from middle school through university frequently offer empirical justifications on proof tasks, though empirical arguments become rare among advanced mathematics majors - Students from middle school through university frequently offer empirical justifications on proof tasks, though empirical arguments become rare among advanced mathematics majors
• Students from poor families lag behind more affluent peers in early elementary math performance - Students from poor families lag behind more affluent peers in early elementary math performance
• Students from socioeconomically disadvantaged backgrounds fail dual enrollment at higher rates than equally achieving peers, with the gap widening as achievement rises (the readiness illusion) - Students from socioeconomically disadvantaged backgrounds fail dual enrollment at higher rates than equally achieving peers, with the gap widening as achievement rises (the readiness illusion)
• Students from wealthier backgrounds and private schools appeared disproportionately on the laggard list - Students from wealthier backgrounds and private schools appeared disproportionately on the laggard list
• Students gave higher judgments of learning after restudy than after retrieval practice in Experiment 2 but not in Experiment 1 - Students gave higher judgments of learning after restudy than after retrieval practice in Experiment 2 but not in Experiment 1
• Students gaze at their teacher's face more often and with longer durations during high teacher communion during small-group problem solving - Students gaze at their teacher's face more often and with longer durations during high teacher communion during small-group problem solving
• Students generally attempted fewer items under ego-involving than task-involving feedback, but among praised students the gap was not significant - Students generally attempted fewer items under ego-involving than task-involving feedback, but among praised students the gap was not significant
• Students generally hold positive perceptions of the usefulness of self-assessment, but findings across studies are inconclusive - Students generally hold positive perceptions of the usefulness of self-assessment, but findings across studies are inconclusive
• Students generally prefer low-density text, selecting it on about 65 percent of learner-control choices - Students generally prefer low-density text, selecting it on about 65 percent of learner-control choices
• Students generally trusted the chatbot's responses, often rating them like responses from teachers or friends - Students generally trusted the chatbot's responses, often rating them like responses from teachers or friends
• Students give themselves higher self-ratings on qualities they judge more important, averaging 14.75 points on A qualities versus 7.0 on F qualities - Students give themselves higher self-ratings on qualities they judge more important, averaging 14.75 points on A qualities versus 7.0 on F qualities
• Students given AI assistance in peer feedback tended to rely on the AI-generated feedback and struggled to perform the task when the assistance was removed - Students given AI assistance in peer feedback tended to rely on the AI-generated feedback and struggled to perform the task when the assistance was removed
• Students given retrieval practice instructions spontaneously used a repeated retrieval strategy on new materials one week later without further instructions - Students given retrieval practice instructions spontaneously used a repeated retrieval strategy on new materials one week later without further instructions
• Students guided to use LiquidText show lower acceptance of tablets for multiple document work than controls despite better performance - Students guided to use LiquidText show lower acceptance of tablets for multiple document work than controls despite better performance
• Students had little meaningful choice about participation in the student success information system, as they could not remove themselves from the system as a whole - Students had little meaningful choice about participation in the student success information system, as they could not remove themselves from the system as a whole
• Students have difficulty distinguishing between for loops and while loops - Students have difficulty distinguishing between for loops and while loops
• Students held misconceptions about how MMLA data was collected and processed, and most relied on guesswork when explaining the analysis pipeline - Students held misconceptions about how MMLA data was collected and processed, and most relied on guesswork when explaining the analysis pipeline
• Students hesitated to share learning data except with their own teachers, while teachers insisted on data access for instruction and feared selective sharing by low-performing students would undermine the system's usefulness - Students hesitated to share learning data except with their own teachers, while teachers insisted on data access for instruction and feared selective sharing by low-performing students would undermine
• Students highly absent (5-9.9% of days) in the prior year, below the chronic threshold, start the next year .14 to .22 SDs lower in mathematics than no-absence peers - Students highly absent (5-9.9% of days) in the prior year, below the chronic threshold, start the next year .14 to .22 SDs lower in mathematics than no-absence peers
• Students hit a metacognitive ceiling, endorsing high-level creation more frequently than the hardest metacognitive and evaluative thresholds in their ordering - Students hit a metacognitive ceiling, endorsing high-level creation more frequently than the hardest metacognitive and evaluative thresholds in their ordering
• Students hold a generally critical stance toward media influence on their opinions, with traditional formats inspiring more trust than digital platforms - Students hold a generally critical stance toward media influence on their opinions, with traditional formats inspiring more trust than digital platforms
• Students hold cautious trust in the course-specific RAG system, expressing some level of trust but not treating it as an authoritative source and indicating they would verify important information - Students hold cautious trust in the course-specific RAG system, expressing some level of trust but not treating it as an authoritative source and indicating they would verify important information
• Students hold generally positive attitudes toward educational chatbots and agree the chatbots they used improved their knowledge and understanding - Students hold generally positive attitudes toward educational chatbots and agree the chatbots they used improved their knowledge and understanding
• Students hold generally positive attitudes toward Gen AI-assisted problem posing, with a minority mixed or negative - Students hold generally positive attitudes toward Gen AI-assisted problem posing, with a minority mixed or negative
• Students identified MCQ item source at a rate significantly above the 50% chance level in a real exam setting - Students identified MCQ item source at a rate significantly above the 50% chance level in a real exam setting
• Students identified weaknesses in the AI feedback model: lack of real-time feedback, software/economic access barriers, and occasional incorrect or inconsistent outputs - Students identified weaknesses in the AI feedback model: lack of real-time feedback, software/economic access barriers, and occasional incorrect or inconsistent outputs
• Students identify exploring GenAI applications across contexts as a second priority area for curriculum development - Students identify exploring GenAI applications across contexts as a second priority area for curriculum development
• Students identify navigating ethical and legal dimensions of GenAI as a third priority area for curriculum development - Students identify navigating ethical and legal dimensions of GenAI as a third priority area for curriculum development
• Students identify understanding and optimising GenAI functionality as a first priority area for curriculum development - Students identify understanding and optimising GenAI functionality as a first priority area for curriculum development
• Students improved significantly from pre- to post-test in both topics, with a medium effect in experimental design and a small effect in graphing - Students improved significantly from pre- to post-test in both topics, with a medium effect in experimental design and a small effect in graphing
• Students in 21st CCLC programs reported feeling safer after school - Students in 21st CCLC programs reported feeling safer after school
• Students in a 13-week lecture-free course reported accepting the weekly closed-book gate and rated the format as deeper and faster than lectures - Students in a 13-week lecture-free course reported accepting the weekly closed-book gate and rated the format as deeper and faster than lectures
• Students in a collaborative, project-based engineering design course gained declarative knowledge but not procedural or principled knowledge or personal interest - Students in a collaborative, project-based engineering design course gained declarative knowledge but not procedural or principled knowledge or personal interest
• Students in a computationally intensive introductory physics course show large-magnitude growth in Data Practices and moderate growth in Computational Problem-Solving and Systems Thinking on written CT assessments - Students in a computationally intensive introductory physics course show large-magnitude growth in Data Practices and moderate growth in Computational Problem-Solving and Systems Thinking on written C
• Students in a deliberate practice group reported satisfaction with the learning process on a survey given only to that group - Students in a deliberate practice group reported satisfaction with the learning process on a survey given only to that group
• Students in a scaffolded LLM-collaboration course improved significantly on initial argument quality, prompt engineering, and response to AI feedback from the first to the fifth assignment - Students in a scaffolded LLM-collaboration course improved significantly on initial argument quality, prompt engineering, and response to AI feedback from the first to the fifth assignment
• Students in a school-based makerspace enact four intertwined multimodal knowledge practices combining embodied action, talk, space and artifact use - Students in a school-based makerspace enact four intertwined multimodal knowledge practices combining embodied action, talk, space and artifact use
• Students in a technology-enhanced modeling physics class learned significantly more than students in an otherwise identical no-technology class - Students in a technology-enhanced modeling physics class learned significantly more than students in an otherwise identical no-technology class
• Students in active classrooms reported lower feeling of learning than students in passive lectures (0.56 SD lower, P < 0.001) - Students in active classrooms reported lower feeling of learning than students in passive lectures (0.56 SD lower, P < 0.001)
• Students in active classrooms scored higher on tests of learning than students in passive lectures (0.46 SD higher, P < 0.001) - Students in active classrooms scored higher on tests of learning than students in passive lectures (0.46 SD higher, P < 0.001)
• Students in active learning environments learned more but felt they learned less, mistaking mental effort for failure - Students in active learning environments learned more but felt they learned less, mistaking mental effort for failure
• Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition - Students in all three conditions learned significantly from the CSCL environment, with significant pretest-to-posttest gains in each condition
• Students in alternative schools experience extraordinarily high lost-instruction rates, with Black boys losing 235 days per 100 enrolled - Students in alternative schools experience extraordinarily high lost-instruction rates, with Black boys losing 235 days per 100 enrolled
• Students in an academic writing course developed a more nuanced understanding of AI's capabilities and limitations, engaging with it as a support tool rather than a substitute for original work - Students in an academic writing course developed a more nuanced understanding of AI's capabilities and limitations, engaging with it as a support tool rather than a substitute for original work
• Students in an accelerated online MBA program experience their courses as a community of inquiry, with all three CoI presences rated above 4.0 on a 5-point scale - Students in an accelerated online MBA program experience their courses as a community of inquiry, with all three CoI presences rated above 4.0 on a 5-point scale
• Students in an open science citizen science platform gained understanding of experimental design and research ethics but struggled with peer review and aligning methods to questions - Students in an open science citizen science platform gained understanding of experimental design and research ethics but struggled with peer review and aligning methods to questions
• Students in an upper secondary classroom experienced the individually-oriented viewing of the VR film Travelling While Black as highly social, despite sitting silently in headset-wearing groups - Students in an upper secondary classroom experienced the individually-oriented viewing of the VR film Travelling While Black as highly social, despite sitting silently in headset-wearing groups
• Students in both conditions named awareness of their reliance on AI as the most valuable course outcome, and unrestricted-AI students described shallow engagement they could not stop - Students in both conditions named awareness of their reliance on AI as the most valuable course outcome, and unrestricted-AI students described shallow engagement they could not stop
• Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale - Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale
• Students in census tracts with unaffordable housing, low home ownership, or little green space have higher odds of grade retention, even with similar achievement - Students in census tracts with unaffordable housing, low home ownership, or little green space have higher odds of grade retention, even with similar achievement
• Students in computer-based inquiry environments still held misconceptions about force and energy after instruction - Students in computer-based inquiry environments still held misconceptions about force and energy after instruction
• Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online - Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online
• Students in different course groups (B.A., Education, Art and Music) differed in aesthetic judgment types and in test-class-average correlations - Students in different course groups (B.A., Education, Art and Music) differed in aesthetic judgment types and in test-class-average correlations
• Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation - Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation
• Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional development - Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional
• Students in Expeditionary Learning middle schools perform better in reading and math than counterparts in other public schools - Students in Expeditionary Learning middle schools perform better in reading and math than counterparts in other public schools
• Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns - Students in focus groups were positive about adaptive courseware but reported alignment, access, and reliability concerns
• Students in foster care are more than twice as likely to be chronically absent and more than four times as likely to be suspended as non-foster students - Students in foster care are more than twice as likely to be chronically absent and more than four times as likely to be suspended as non-foster students
• Students in foster care change schools far more often than other students, with many moving multiple times within a school year - Students in foster care change schools far more often than other students, with many moving multiple times within a school year
• Students in foster care graduate from high school and enroll in college at substantially lower rates than their peers - Students in foster care graduate from high school and enroll in college at substantially lower rates than their peers
• Students in foster care had the lowest proficiency of any group on California's grades 2-7 mathematics test - Students in foster care had the lowest proficiency of any group on California's grades 2-7 mathematics test
• Students in foster care had the lowest statewide testing participation, a dropout rate three times the statewide rate, and a 58 percent grade-12 graduation rate - Students in foster care had the lowest statewide testing participation, a dropout rate three times the statewide rate, and a 58 percent grade-12 graduation rate
• Students in foster care in Arizona constituted an at-risk subgroup demographically distinct from low-SES students - Students in foster care in Arizona constituted an at-risk subgroup demographically distinct from low-SES students
• Students in foster care meet or exceed state standards at much lower rates than other students in English language arts and mathematics - Students in foster care meet or exceed state standards at much lower rates than other students in English language arts and mathematics
• Students in foster care were consistently about three times more likely to be suspended than all other student groups, with rates reverting to pre-pandemic levels by 2022–23 - Students in foster care were consistently about three times more likely to be suspended than all other student groups, with rates reverting to pre-pandemic levels by 2022–23
• Students in foster care were consistently more likely than other high-need groups to attend a low-performing school - Students in foster care were consistently more likely than other high-need groups to attend a low-performing school
• Students in foster care were consistently outperformed by low-SES students and scored at the two lowest performance levels at twice the statewide rate - Students in foster care were consistently outperformed by low-SES students and scored at the two lowest performance levels at twice the statewide rate
• Students in foster care were increasingly identified with disabilities, reaching nearly one in three by 2022–23 and far exceeding other high-need groups - Students in foster care were increasingly identified with disabilities, reaching nearly one in three by 2022–23 and far exceeding other high-need groups
• Students in full-day pre-k programs had significantly higher attendance rates than students in half-day programs across all study years - Students in full-day pre-k programs had significantly higher attendance rates than students in half-day programs across all study years
• Students in grades 3-8 made reading and math gains in 2020-21 but ended the year with lower achievement than in a typical year, with larger declines in math than in reading - Students in grades 3-8 made reading and math gains in 2020-21 but ended the year with lower achievement than in a typical year, with larger declines in math than in reading
• Students in grades 4-8 were much more likely to receive no-credit grades during remote learning, with 41 percent receiving at least one Incomplete in spring 2020 - Students in grades 4-8 were much more likely to receive no-credit grades during remote learning, with 41 percent receiving at least one Incomplete in spring 2020
• Students in high and highest rated AVID schools are overwhelmingly positive about the program's impact on them - Students in high and highest rated AVID schools are overwhelmingly positive about the program's impact on them
• Students in high expectation teachers' classrooms show large achievement gains over one year, while students in low expectation classrooms show very small gains - Students in high expectation teachers' classrooms show large achievement gains over one year, while students in low expectation classrooms show very small gains
• Students in high-poverty schools face the greatest impact from hot test days - Students in high-poverty schools face the greatest impact from hot test days
• Students in higher CPS EOT categories had progressively higher rates of high school graduation and college enrollment - Students in higher CPS EOT categories had progressively higher rates of high school graduation and college enrollment
• Students in higher grades report lower emotional engagement in science than third-grade students, with scores dropping below the grand mean from sixth grade onward - Students in higher grades report lower emotional engagement in science than third-grade students, with scores dropping below the grand mean from sixth grade onward
• Students in higher-achieving schools had larger Summer Bridge gains, so the program did not ameliorate quality differences across schools - Students in higher-achieving schools had larger Summer Bridge gains, so the program did not ameliorate quality differences across schools
• Students in homogeneous prior-knowledge groups made greater learning gains and showed more distributed collaboration than heterogeneous groups - Students in homogeneous prior-knowledge groups made greater learning gains and showed more distributed collaboration than heterogeneous groups
• Students in human sciences disciplines generally show deeper approaches to learning than students in science and economics disciplines, though findings are not univocal - Students in human sciences disciplines generally show deeper approaches to learning than students in science and economics disciplines, though findings are not univocal
• Students in interdisciplinary design studio courses reported high authentic motivation stemming from the problems rather than grades - Students in interdisciplinary design studio courses reported high authentic motivation stemming from the problems rather than grades
• Students in MAIC tend to prefer the passive continuous mode over interactive mode - Students in MAIC tend to prefer the passive continuous mode over interactive mode
• Students in MATHia find it hard to adapt their strategy choices to suit the problem, based on log data from over 600 schools - Students in MATHia find it hard to adapt their strategy choices to suit the problem, based on log data from over 600 schools
• Students in more egalitarian cultures often have higher sense of belonging at school than students in more hierarchical cultures - Students in more egalitarian cultures often have higher sense of belonging at school than students in more hierarchical cultures
• Students in MTSS-coached schools had significantly fewer days absent in both implementation years - Students in MTSS-coached schools had significantly fewer days absent in both implementation years
• Students in MTSS-coached schools were significantly less likely to have at least one behavior incident - Students in MTSS-coached schools were significantly less likely to have at least one behavior incident
• Students in New Leaders-led Oakland schools show greater ELA achievement growth than other OUSD students (effect size 0.06) - Students in New Leaders-led Oakland schools show greater ELA achievement growth than other OUSD students (effect size 0.06)
• Students in New Leaders-led Oakland schools show greater math achievement growth than other OUSD students (effect size 0.16) - Students in New Leaders-led Oakland schools show greater math achievement growth than other OUSD students (effect size 0.16)
• Students in New Mexico online charter schools show substantially weaker growth than their TPS virtual twins in both reading and math - Students in New Mexico online charter schools show substantially weaker growth than their TPS virtual twins in both reading and math
• Students in online learning conditions performed better on average than those receiving face-to-face instruction (mean effect size +0.24, p < .01, across 51 contrasts). - Students in online learning conditions performed better on average than those receiving face-to-face instruction (mean effect size +0.24, p < .01, across 51 contrasts).
• Students in PBL experimental groups reported positive views of problem-based learning in qualitative follow-up interviews - Students in PBL experimental groups reported positive views of problem-based learning in qualitative follow-up interviews
• Students in personalized learning schools made significantly greater mathematics and reading gains over two years than matched comparison students (effect sizes 0.27 mathematics, 0.19 reading) - Students in personalized learning schools made significantly greater mathematics and reading gains over two years than matched comparison students (effect sizes 0.27 mathematics, 0.19 reading)
• Students in Playworks schools reported better behavior and attention in class after sports, games, and play - Students in Playworks schools reported better behavior and attention in class after sports, games, and play
• Students in poverty in Houston charter schools outperformed district-school students in poverty in both subjects - Students in poverty in Houston charter schools outperformed district-school students in poverty in both subjects
• Students in real-world chatbot deployments exhibit lower scaffolding uptake than benchmarks assume, frequently bypassing the chatbot's pedagogical framing - Students in real-world chatbot deployments exhibit lower scaffolding uptake than benchmarks assume, frequently bypassing the chatbot's pedagogical framing
• Students in schools with SBLE tended to feel safer, but this finding rests on very little data - Students in schools with SBLE tended to feel safer, but this finding rests on very little data
• Students in secondary mathematics report high acceptance of the domain-specific AI chatbot ADA across all Technology Acceptance Model dimensions - Students in secondary mathematics report high acceptance of the domain-specific AI chatbot ADA across all Technology Acceptance Model dimensions
• Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic. - Students in simulator training encounter a progression from simplified low-fidelity tasks to more complex higher-fidelity tasks as a deliberate instructional logic.
• Students in single-discipline courses begin the year with higher achievement, roughly three or four points across subjects - Students in single-discipline courses begin the year with higher achievement, roughly three or four points across subjects
• Students in steadily or sharply declining motivation trajectories showed lower STEM career aspirations and lower science grades than stable-trajectory peers - Students in steadily or sharply declining motivation trajectories showed lower STEM career aspirations and lower science grades than stable-trajectory peers
• Students in the AI-integrated database course showed large, statistically significant pre/post gains on seven identical database assessment questions - Students in the AI-integrated database course showed large, statistically significant pre/post gains on seven identical database assessment questions
• Students in the cloud-based constructivism and connectivism model created 21 educational innovations, four accepted for academic publication - Students in the cloud-based constructivism and connectivism model created 21 educational innovations, four accepted for academic publication
• Students in the Coach condition reported higher confidence in their own competence and a larger confidence gain over the seven weeks than unrestricted-AI students - Students in the Coach condition reported higher confidence in their own competence and a larger confidence gain over the seven weeks than unrestricted-AI students
• Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions - Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions
• Students in the flipped classroom most often used the preparing and revisiting time management modes together with the summative assessment learning strategy - Students in the flipped classroom most often used the preparing and revisiting time management modes together with the summative assessment learning strategy
• Students in the focus group and interviews described home learning environments during the pandemic as, for some, more responsive to their needs than school environments - Students in the focus group and interviews described home learning environments during the pandemic as, for some, more responsive to their needs than school environments
• Students in the GD and TD conditions did not differ significantly in time online or in adding, editing, or deleting elements in the Debate-tool. - Students in the GD and TD conditions did not differ significantly in time online or in adding, editing, or deleting elements in the Debate-tool.
• Students in the generative AI-supported condition reported favorable attitudes toward AI-supported geometry learning, with moderate confidence in technology use - Students in the generative AI-supported condition reported favorable attitudes toward AI-supported geometry learning, with moderate confidence in technology use
• Students in the generative AI-supported condition reported favorable perceptions of the instruction, with feedback for correcting mistakes rated highest - Students in the generative AI-supported condition reported favorable perceptions of the instruction, with feedback for correcting mistakes rated highest
• Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers - Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers
• Students in the image condition gave higher draw judgment magnitude than text-only students in Study 1a - Students in the image condition gave higher draw judgment magnitude than text-only students in Study 1a
• Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition - Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition
• Students in the intervention group asked more authentic questions and used more student-directed turn allocation and reasoning in literary discussions - Students in the intervention group asked more authentic questions and used more student-directed turn allocation and reasoning in literary discussions
• Students in the lowest-SES neighborhoods were 3 percentage points less likely to enroll in CS, a gap largely explained by differential access to schools offering CS - Students in the lowest-SES neighborhoods were 3 percentage points less likely to enroll in CS, a gap largely explained by differential access to schools offering CS
• Students in the mathematics and data science course rated acceptance of the AI tool higher on average than students in the biology course - Students in the mathematics and data science course rated acceptance of the AI tool higher on average than students in the biology course
• Students in The Netherlands lost on average 3.16 percentile points (0.08 SD) in achievement during the 8-week COVID-19 lockdown - Students in The Netherlands lost on average 3.16 percentile points (0.08 SD) in achievement during the 8-week COVID-19 lockdown
• Students in the non-adaptive condition reached significantly higher average mastery probabilities than students in the adaptive condition - Students in the non-adaptive condition reached significantly higher average mastery probabilities than students in the adaptive condition
• Students in the Reflection condition became more confident in their grade estimates over the school year, unlike students in the Practice and Grade comparison conditions - Students in the Reflection condition became more confident in their grade estimates over the school year, unlike students in the Practice and Grade comparison conditions
• Students in the self-first variety condition articulated higher utility value than students in the other-first variety condition, indicating quality of utility connections depends on assignment sequence rather than type - Students in the self-first variety condition articulated higher utility value than students in the other-first variety condition, indicating quality of utility connections depends on assignment sequen
• Students in the style-informed EFL classes reported that the teaching procedure was useful and that their interests and motivation increased - Students in the style-informed EFL classes reported that the teaching procedure was useful and that their interests and motivation increased
• Students in the TEC Summer Learning Program showed a 17% pre-to-post gain in phonics skills - Students in the TEC Summer Learning Program showed a 17% pre-to-post gain in phonics skills
• Students in the TEC Summer Learning Program showed a 20% pre-to-post gain in numeracy skills - Students in the TEC Summer Learning Program showed a 20% pre-to-post gain in numeracy skills
• Students in the TEC Summer Learning Program showed a 41% pre-to-post gain in mathematics vocabulary - Students in the TEC Summer Learning Program showed a 41% pre-to-post gain in mathematics vocabulary
• Students in the top propensity-for-retention category showed higher gains than students not in the top category - Students in the top propensity-for-retention category showed higher gains than students not in the top category
• Students in three consortium districts reported positive experiences with the cross-grade mentorship program and with campus social workers - Students in three consortium districts reported positive experiences with the cross-grade mentorship program and with campus social workers
• Students in three summer math programs showed large improvements in grades the semester after the program - Students in three summer math programs showed large improvements in grades the semester after the program
• Students in traditional lecture STEM courses are 1.5 times more likely to fail than students in active-learning courses - Students in traditional lecture STEM courses are 1.5 times more likely to fail than students in active-learning courses
• Students incorrectly considered partially hinting images helpful - Students incorrectly considered partially hinting images helpful
• Students initially leave variables out of their integration limits, using only numerical values, suggesting that variable ('running') limits of integration are unfamiliar - Students initially leave variables out of their integration limits, using only numerical values, suggesting that variable ('running') limits of integration are unfamiliar
• Students initially perceived GenAI explanation features and dashboard visualizations positively in introductory lab sessions - Students initially perceived GenAI explanation features and dashboard visualizations positively in introductory lab sessions
• Students interpreted discourse visualisation accurately and expressed motivation to contribute more to rank highly - Students interpreted discourse visualisation accurately and expressed motivation to contribute more to rank highly
• Students invest more mental effort in paper-based questions than in equivalent computer-based questions - Students invest more mental effort in paper-based questions than in equivalent computer-based questions
• Students issue fewer prompts on team assignments, a medium-large within-student difference - Students issue fewer prompts on team assignments, a medium-large within-student difference
• Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation) - Students labeled with low teacher expectations reported weaker later perceived competence in low autonomy-supportive classrooms (a correlational moderation)
• Students lack metacognitive awareness of the benefits of errorful learning: the three learning groups did not differ in perceived competence, judgments of learning, or rated method effectiveness even after tests - Students lack metacognitive awareness of the benefits of errorful learning: the three learning groups did not differ in perceived competence, judgments of learning, or rated method effectiveness even
• Students learn more with a research-based AI tutor than with in-class active learning on identical content (post-test scores) - Students learn more with a research-based AI tutor than with in-class active learning on identical content (post-test scores)
• Students learned chemistry content from the game-based learning session, with significant pretest-to-posttest gains - Students learned chemistry content from the game-based learning session, with significant pretest-to-posttest gains
• Students learned more from context about words not previously known, but this prior-knowledge interaction appeared only in the multiple-choice data - Students learned more from context about words not previously known, but this prior-knowledge interaction appeared only in the multiple-choice data
• Students learned significantly over the four lessons, and learning outcomes differed by curve form: immediate drop reflected high prior knowledge with low gain, while immediate peak showed the highest gain. - Students learned significantly over the four lessons, and learning outcomes differed by curve form: immediate drop reflected high prior knowledge with low gain, while immediate peak showed the highest
• Students learning from World History Project demonstrate more understanding of continuity and change over time in history than comparison students - Students learning from World History Project demonstrate more understanding of continuity and change over time in history than comparison students
• Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning - Students like problem solving more than erroneous examples and find its interface easier, though it yields weaker delayed learning
• Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends - Students lost less ground over summer 2022 compared to pre-pandemic summer-loss trends
• Students made minimal reference to higher-level cognitive or metacognitive processing benefits of group work, departing from prior PBL research - Students made minimal reference to higher-level cognitive or metacognitive processing benefits of group work, departing from prior PBL research
• Students made more evaluative comments after the dialogic argumentation intervention, but their evaluations still favored their own position - Students made more evaluative comments after the dialogic argumentation intervention, but their evaluations still favored their own position
• Students make smaller code changes and fewer edit-and-run attempts after injected bugs than after natural bugs - Students make smaller code changes and fewer edit-and-run attempts after injected bugs than after natural bugs
• Students make substantial use of worked examples during self-regulated learning, but task selection patterns differ across studies and between high- and low-scoring students - Students make substantial use of worked examples during self-regulated learning, but task selection patterns differ across studies and between high- and low-scoring students
• Students may be unaware of the absence of objectives: the no-objectives group gave the highest ratings on objective-related attitude items - Students may be unaware of the absence of objectives: the no-objectives group gave the highest ratings on objective-related attitude items
• Students meeting the continuous four-term persistence definition completed college at higher rates than students meeting the third-semester definition, for both bachelor's and community college enrollees - Students meeting the continuous four-term persistence definition completed college at higher rates than students meeting the third-semester definition, for both bachelor's and community college enroll
• Students most commonly cited authorial credentials and publication type as credibility cues - Students most commonly cited authorial credentials and publication type as credibility cues
• Students most frequently reported that prompt-based tasks were Easier/Simpler/Faster and supported analyzing and solving problems, in thematic analysis of 200 reflections - Students most frequently reported that prompt-based tasks were Easier/Simpler/Faster and supported analyzing and solving problems, in thematic analysis of 200 reflections
• Students most often attributed their grammar-learning beliefs to their use of English outside the classroom, followed by high-school teachers and classmates - Students most often attributed their grammar-learning beliefs to their use of English outside the classroom, followed by high-school teachers and classmates
• Students most often rated collaboration opportunities, content interest, and class belonging as worse online - Students most often rated collaboration opportunities, content interest, and class belonging as worse online
• Students most often report hybrid interaction modes with generative AI, with passive task delegation and verification-only use as smaller patterns - Students most often report hybrid interaction modes with generative AI, with passive task delegation and verification-only use as smaller patterns
• Students most often urge institutions to teach responsible AI use (N=41) and provide clear rules and guidelines (N=27) - Students most often urge institutions to teach responsible AI use (N=41) and provide clear rules and guidelines (N=27)
• Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains - Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains
• Students mostly start at the lowest complexity level and move to higher levels, but many still choose level 1 tasks in the second half of learning - Students mostly start at the lowest complexity level and move to higher levels, but many still choose level 1 tasks in the second half of learning
• Students mostly used the workflow as an early-stage scaffold, and 73.4% of target-level changes after early-stage exits incorporated the hidden target without explicit correction being disclosed - Students mostly used the workflow as an early-stage scaffold, and 73.4% of target-level changes after early-stage exits incorporated the hidden target without explicit correction being disclosed
• Students need clear guidance so they are not overwhelmed by Ecree's feedback, which may be most useful for advanced writers - Students need clear guidance so they are not overwhelmed by Ecree's feedback, which may be most useful for advanced writers
• Students needed to attend at least five SI-PASS meetings before their exam performance significantly improved - Students needed to attend at least five SI-PASS meetings before their exam performance significantly improved
• Students not on track for college enrollment and persistence can be classified with about 90 percent accuracy using a small set of predictors - Students not on track for college enrollment and persistence can be classified with about 90 percent accuracy using a small set of predictors
• Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing - Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing
• Students objected to the instructor's visible AI delegation even though AI scores never counted toward grades, so decoupling the stakes did not decouple the resentment - Students objected to the instructor's visible AI delegation even though AI scores never counted toward grades, so decoupling the stakes did not decouple the resentment
• Students observing high-diversity vicarious failure (VF-high) significantly outperform students in VF-low and DI conditions on conceptual knowledge - Students observing high-diversity vicarious failure (VF-high) significantly outperform students in VF-low and DI conditions on conceptual knowledge
• Students of ABCTE teachers scored lower than students of non-ABCTE teachers on the Florida state math test - Students of ABCTE teachers scored lower than students of non-ABCTE teachers on the Florida state math test
• Students of ABCTE-certified teachers and non-ABCTE teachers show no difference in reading achievement gains in Florida - Students of ABCTE-certified teachers and non-ABCTE teachers show no difference in reading achievement gains in Florida
• Students of alternatively certified teachers taking coursework while teaching scored lower in math than students of traditionally certified counterparts - Students of alternatively certified teachers taking coursework while teaching scored lower in math than students of traditionally certified counterparts
• Students of certified teachers outperformed students of under-certified teachers, including TFA teachers, on all three SAT-9 subtests in low-income districts - Students of certified teachers outperformed students of under-certified teachers, including TFA teachers, on all three SAT-9 subtests in low-income districts
• Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment - Students of color and students with disabilities are disproportionately suspended and referred to law enforcement relative to their enrollment
• Students of color benefit academically and behaviorally from having teachers of the same race. - Students of color benefit academically and behaviorally from having teachers of the same race.
• Students of color majoring in STEM report significantly lower sense of belonging than white majors - Students of color majoring in STEM report significantly lower sense of belonging than white majors
• Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers - Students of color show fewer absences and less exclusionary discipline when taught by race-matched teachers
• Students of e2L-coached teachers outperformed students in comparison schools on end-of-year STAAR math in a propensity-score-matched study - Students of e2L-coached teachers outperformed students in comparison schools on end-of-year STAAR math in a propensity-score-matched study
• Students of engage2learn teachers scored significantly higher on NWEA MAP than students of non-e2L teachers in the same schools and in comparison schools - Students of engage2learn teachers scored significantly higher on NWEA MAP than students of non-e2L teachers in the same schools and in comparison schools
• Students of literary inclination excel on verbal tests while scientifically inclined students excel on constructive tests, with no digit-span difference - Students of literary inclination excel on verbal tests while scientifically inclined students excel on constructive tests, with no digit-span difference
• Students of residency graduates show achievement outcomes comparable to or better than other novices, with gains emerging over time - Students of residency graduates show achievement outcomes comparable to or better than other novices, with gains emerging over time
• Students of TFA teachers did not perform significantly differently from students of other under-certified teachers - Students of TFA teachers did not perform significantly differently from students of other under-certified teachers
• Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82) - Students of treatment teachers perceived more positive relationships with their teachers (Cohen's d = 0.82)
• Students of under-certified teachers made about 20% less academic growth per year than students of regularly certified teachers - Students of under-certified teachers made about 20% less academic growth per year than students of regularly certified teachers
• Students of university-prepared Texas teachers gained 2.2 additional months of 9th-grade ELA learning and 1.8 additional months of 9th-grade math learning versus students of alternatively prepared teachers - Students of university-prepared Texas teachers gained 2.2 additional months of 9th-grade ELA learning and 1.8 additional months of 9th-grade math learning versus students of alternatively prepared tea
• Students off track after ninth grade are less than half as likely to graduate, with Black and Latino students 46% and 31% more likely than the national average to be off track in 2022 - Students off track after ninth grade are less than half as likely to graduate, with Black and Latino students 46% and 31% more likely than the national average to be off track in 2022
• Students off track for graduation after ninth grade are less than half as likely to graduate than their on-track peers - Students off track for graduation after ninth grade are less than half as likely to graduate than their on-track peers
• Students offered KIPP middle school admission usually attended a KIPP middle school and many went on to attend a KIPP high school - Students offered KIPP middle school admission usually attended a KIPP middle school and many went on to attend a KIPP high school
• Students often adopt AI-generated solutions quickly, bypassing the effortful meaning-making that constructivist learning requires - Students often adopt AI-generated solutions quickly, bypassing the effortful meaning-making that constructivist learning requires
• Students often do not know which questions to ask about college until it is too late, and want colleges to anticipate their information needs - Students often do not know which questions to ask about college until it is too late, and want colleges to anticipate their information needs
• Students often slip off track during transition years (6th and 9th grade) even when they previously performed well - Students often slip off track during transition years (6th and 9th grade) even when they previously performed well
• Students on the four-day school week have lower English language arts and math test scores over time than peers on five-day schedules - Students on the four-day school week have lower English language arts and math test scores over time than peers on five-day schedules
• Students on track in ninth grade were four times more likely than off-track peers to graduate high school - Students on track in ninth grade were four times more likely than off-track peers to graduate high school
• Students oppose preferring AI videos over instructor-recorded videos and distrust AI video information as much as human-presented information - Students oppose preferring AI videos over instructor-recorded videos and distrust AI video information as much as human-presented information
• Students orient to visually prominent nodes (large, central) when beginning to categorize actors on a controversy map - Students orient to visually prominent nodes (large, central) when beginning to categorize actors on a controversy map
• Students overwhelmingly relied on GoCPS, CPS, and school websites to learn about potential high schools, but found websites out of date and lacking student-voice information - Students overwhelmingly relied on GoCPS, CPS, and school websites to learn about potential high schools, but found websites out of date and lacking student-voice information
• Students overwhelmingly used text prompting, and prior modality choice did not predict subsequent choice among dual-mode users - Students overwhelmingly used text prompting, and prior modality choice did not predict subsequent choice among dual-mode users
• Students overwhelmingly value critical media analysis skills but report these skills were rarely addressed in their coursework - Students overwhelmingly value critical media analysis skills but report these skills were rarely addressed in their coursework
• Students participating in community mathematics practices regarded their everyday home math as inferior to higher-status school math - Students participating in community mathematics practices regarded their everyday home math as inferior to higher-status school math
• Students pause the video after a few sequences to consult a segment menu and judge workload by segment count - Students pause the video after a few sequences to consult a segment menu and judge workload by segment count
• Students perceive a KBD-configured generative social robot tutor as more aligned with responsible tutoring behavior than an identical non-KBD control robot - Students perceive a KBD-configured generative social robot tutor as more aligned with responsible tutoring behavior than an identical non-KBD control robot
• Students perceive a low-stress climate—supportive teacher behavior and an undistressed social environment—as a critical condition for fun in learning - Students perceive a low-stress climate—supportive teacher behavior and an undistressed social environment—as a critical condition for fun in learning
• Students perceive AI scoring as accurate for grammar, mechanics, and organization but skeptical of its ability to evaluate diverse styles, complex writing, tone, and emotion - Students perceive AI scoring as accurate for grammar, mechanics, and organization but skeptical of its ability to evaluate diverse styles, complex writing, tone, and emotion
• Students perceive collaborative physics tasks as less difficult after completing them - Students perceive collaborative physics tasks as less difficult after completing them
• Students perceive conversational-agent interventions as disruptive and react to the automatic disruptions differently - Students perceive conversational-agent interventions as disruptive and react to the automatic disruptions differently
• Students perceive debriefing and guided psychometric-property exploration as the most beneficial components of a simulated clinical course - Students perceive debriefing and guided psychometric-property exploration as the most beneficial components of a simulated clinical course
• Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning - Students perceive diversity in learning—varied content, outdoor and technology-supported approaches, and physical activity—as essential to fun in learning
• Students perceive GenAI tools as beneficial for academic engagement, particularly for overcoming language barriers and accessing up-to-date resources - Students perceive GenAI tools as beneficial for academic engagement, particularly for overcoming language barriers and accessing up-to-date resources
• Students perceive GenAI-assisted translation as challenged by inadequate outputs, limited prompt engineering, and risks to creativity and employment - Students perceive GenAI-assisted translation as challenged by inadequate outputs, limited prompt engineering, and risks to creativity and employment
• Students perceive LLM chatbots as useful for learning but requiring critical use, reporting hallucinations, overconfidence, and dependency risks - Students perceive LLM chatbots as useful for learning but requiring critical use, reporting hallucinations, overconfidence, and dependency risks
• Students perceive LOCS and HOCS clicker questions as equally helpful, despite exam performance differences - Students perceive LOCS and HOCS clicker questions as equally helpful, despite exam performance differences
• Students perceive manageable challenge matched to their skills, with a sense of accomplishment, as an intrinsically rewarding element of fun in formal learning - Students perceive manageable challenge matched to their skills, with a sense of accomplishment, as an intrinsically rewarding element of fun in formal learning
• Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation - Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation
• Students perceive peer interaction—companionship, support as a social buffer, and cooperation toward shared goals—as a key element of fun in learning - Students perceive peer interaction—companionship, support as a social buffer, and cooperation toward shared goals—as a key element of fun in learning
• Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an element of fun in learning - Students perceive pleasure—positive emotions during learning and the active minimization of boredom and displeasure—as an element of fun in learning
• Students perceive prerequisites, core course requirements, and master schedule constraints as barriers to accessing courses that interest them - Students perceive prerequisites, core course requirements, and master schedule constraints as barriers to accessing courses that interest them
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) - Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain)
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) - Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty)
• Students perceived a jump in accountable disciplinary knowledge in the advanced laboratory, describing more authentic, less prescribed work than in previous labs - Students perceived a jump in accountable disciplinary knowledge in the advanced laboratory, describing more authentic, less prescribed work than in previous labs
• Students perceived AIvaluate assessments as reducing social pressure and offering flexible pacing and ease of use, but noted technical challenges and lack of dynamic human interaction - Students perceived AIvaluate assessments as reducing social pressure and offering flexible pacing and ease of use, but noted technical challenges and lack of dynamic human interaction
• Students perceived as lower-SES take up less space in campus public spaces - Students perceived as lower-SES take up less space in campus public spaces
• Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%) - Students perceived CCS tasks as authentic problems whose answers teachers did not already know (52.2%) versus everyday school (8%)
• Students perceived ChatGPT as a valuable learning tool for asking questions, getting explanations, and clarifying understanding - Students perceived ChatGPT as a valuable learning tool for asking questions, getting explanations, and clarifying understanding
• Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second - Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second
• Students perceived data comics as more accessible, more engaging, and easier to retain information from than conventional visualisations - Students perceived data comics as more accessible, more engaging, and easier to retain information from than conventional visualisations
• Students perceived diverse and generic explanations as similarly helpful, with no statistically significant difference across explanation-sequence groups - Students perceived diverse and generic explanations as similarly helpful, with no statistically significant difference across explanation-sequence groups
• Students perceived eight GenAI roles but lacked engagement and a sense of achievement - Students perceived eight GenAI roles but lacked engagement and a sense of achievement
• Students perceived instructor feedback as significantly more useful than AI-generated feedback, with no significant differences on fairness, developmental value or encouragement - Students perceived instructor feedback as significantly more useful than AI-generated feedback, with no significant differences on fairness, developmental value or encouragement
• Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing - Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing
• Students perceived online lab exercises as more effective when instructors were present online and used scaffolds and probes directing attention to key procedure aspects - Students perceived online lab exercises as more effective when instructors were present online and used scaffolds and probes directing attention to key procedure aspects
• Students perceived peer group feedback as contextually rich but sometimes subjective, and ChatGPT-4o feedback as more objective and well structured but occasionally lacking contextual sensitivity - Students perceived peer group feedback as contextually rich but sometimes subjective, and ChatGPT-4o feedback as more objective and well structured but occasionally lacking contextual sensitivity
• Students perceived text input as superior for accuracy, control, and editability, with transcription errors a key voice drawback - Students perceived text input as superior for accuracy, control, and editability, with transcription errors a key voice drawback
• Students perceived the future as more unpredictable after the course, often finding the openness liberating rather than distressing - Students perceived the future as more unpredictable after the course, often finding the openness liberating rather than distressing
• Students perceived the intended expansive versus bounded framing manipulation (d = 1.4) - Students perceived the intended expansive versus bounded framing manipulation (d = 1.4)
• Students perceived the teacher’s modeling with contrasting cases as a turning point that repositioned them as active gatekeepers of AI-generated content - Students perceived the teacher’s modeling with contrasting cases as a turning point that repositioned them as active gatekeepers of AI-generated content
• Students perceiving high task value exert greater effort and achieve more than students perceiving low value - Students perceiving high task value exert greater effort and achieve more than students perceiving low value
• Students perform better on easy computer-based questions than on easy paper-based questions - Students perform better on easy computer-based questions than on easy paper-based questions
• Students perform better overall on LOCS exam questions than on HOCS exam questions - Students perform better overall on LOCS exam questions than on HOCS exam questions
• Students perform significantly higher on the team portion of the Readiness Assessment Test than on the individual portion in a TBL laboratory module - Students perform significantly higher on the team portion of the Readiness Assessment Test than on the individual portion in a TBL laboratory module
• Students performed better on oral measures than written measures in comparison studies - Students performed better on oral measures than written measures in comparison studies
• Students placed into Level 3 and Level 4 intensive pathways had the highest first-attempt passing rates in credit-bearing ELA courses, while Level 2 intensive pathway students had the lowest - Students placed into Level 3 and Level 4 intensive pathways had the highest first-attempt passing rates in credit-bearing ELA courses, while Level 2 intensive pathway students had the lowest
• Students positioned as leaders thickened an “agents of change” identity by using surveys, data, and graphs to convince others, including teachers - Students positioned as leaders thickened an “agents of change” identity by using surveys, data, and graphs to convince others, including teachers
• Students predominantly conceptualize the LLM as an Assistant rather than Peer or Expert, and role distributions differ significantly across assignments - Students predominantly conceptualize the LLM as an Assistant rather than Peer or Expert, and role distributions differ significantly across assignments
• Students predominantly recommended future students use office hours and formal course staff, with LLMs positioned as a supplement - Students predominantly recommended future students use office hours and formal course staff, with LLMs positioned as a supplement
• Students preferred AI-generated personalized videos over human-recorded non-personalized videos in direct comparison - Students preferred AI-generated personalized videos over human-recorded non-personalized videos in direct comparison
• Students preferred human-recorded over AI-generated videos when personalization was held constant, but this effect was smaller than the personalization effect - Students preferred human-recorded over AI-generated videos when personalization was held constant, but this effect was smaller than the personalization effect
• Students preferred robot-assisted storytelling and some students treated the robot as a more equal communication partner than the instructor - Students preferred robot-assisted storytelling and some students treated the robot as a more equal communication partner than the instructor
• Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through problems - Students preferred taking tests with technology and showed favorability toward the technology-enhanced performance task, citing interactivity and animations that help visualize and work through proble
• Students preferring combination-style chatbots had higher total EBAPS scores than students preferring direct-answer chatbots (nominal significance only) - Students preferring combination-style chatbots had higher total EBAPS scores than students preferring direct-answer chatbots (nominal significance only)
• Students primarily benefit from AI chatbots in three key areas: homework and study assistance, personalized learning, and skills development - Students primarily benefit from AI chatbots in three key areas: homework and study assistance, personalized learning, and skills development
• Students primarily used the Socratic-tutor chatbot as a study aid aligned with existing study habits rather than for the intended Socratic reflection - Students primarily used the Socratic-tutor chatbot as a study aid aligned with existing study habits rather than for the intended Socratic reflection
• Students prioritize teacher interaction for face-to-face learning but content interaction for online learning - Students prioritize teacher interaction for face-to-face learning but content interaction for online learning
• Students produced a wide range of self-chosen hand-drawn representations, mostly frequency-based, but most summary statements only described the graph rather than its message - Students produced a wide range of self-chosen hand-drawn representations, mostly frequency-based, but most summary statements only described the graph rather than its message
• Students producing high-quality revisions spent more time addressing higher order comments - Students producing high-quality revisions spent more time addressing higher order comments
• Students raise privacy concerns about classroom speech data while teachers initially interpret CoBi as a performance-monitoring device - Students raise privacy concerns about classroom speech data while teachers initially interpret CoBi as a performance-monitoring device
• Students raised concerns that performance forecasts cannot capture personal circumstances affecting study - Students raised concerns that performance forecasts cannot capture personal circumstances affecting study
• Students raised ethical concerns about GenAI-assisted data comic creation, most frequently misinformation, bias, ownership, and reduced trustworthiness - Students raised ethical concerns about GenAI-assisted data comic creation, most frequently misinformation, bias, ownership, and reduced trustworthiness
• Students raised four categories of concern about potential misuse of MMLA data: judgment, privacy, career impact, and academic integrity - Students raised four categories of concern about potential misuse of MMLA data: judgment, privacy, career impact, and academic integrity
• Students ranked the self-paced AI-study block and the weekly closed-book test as the components they would miss most, treating tests as useful accountability - Students ranked the self-paced AI-study block and the weekly closed-book test as the components they would miss most, treating tests as useful accountability
• Students rarely formulated questions specifying both knowledge component and scaffold type during chatbot problem-solving - Students rarely formulated questions specifying both knowledge component and scaffold type during chatbot problem-solving
• Students rarely mentioned the adaptive prompts and those who did perceived them as generic and ignored them - Students rarely mentioned the adaptive prompts and those who did perceived them as generic and ignored them
• Students rarely open transfer-practice cards immediately after solving; they want such problems organized into delayed, spaced wrong-book review instead - Students rarely open transfer-practice cards immediately after solving; they want such problems organized into delayed, spaced wrong-book review instead
• Students rarely rewrite specification comments: within the first 10 attempts, Unchanged (48.4%) and New (41.3%) dominate while substantial revisions total only 4.4% - Students rarely rewrite specification comments: within the first 10 attempts, Unchanged (48.4%) and New (41.3%) dominate while substantial revisions total only 4.4%
• Students rate a Socratic AI chatbot highest for knowledge-based skills (median ≈ 4.0/5) and positively for overall effectiveness (median ≈ 3.4/5) in an introductory mechanics course - Students rate a Socratic AI chatbot highest for knowledge-based skills (median ≈ 4.0/5) and positively for overall effectiveness (median ≈ 3.4/5) in an introductory mechanics course
• Students rate AI's helpfulness positively overall, with academic challenges receiving the highest usefulness, satisfaction, and intent-to-continue scores - Students rate AI's helpfulness positively overall, with academic challenges receiving the highest usefulness, satisfaction, and intent-to-continue scores
• Students rate clicker questions and lecture as more helpful than the textbook - Students rate clicker questions and lecture as more helpful than the textbook
• Students rate ethical awareness and responsible use highest and academic integrity lowest, with responsibility for defending ethical appropriateness the lowest-rated item - Students rate ethical awareness and responsible use highest and academic integrity lowest, with responsibility for defending ethical appropriateness the lowest-rated item
• Students rate human-generated feedback as superior to AI-generated feedback in quality, helpfulness, and clarity, and as more likely to be acted upon - Students rate human-generated feedback as superior to AI-generated feedback in quality, helpfulness, and clarity, and as more likely to be acted upon
• Students rate LLM-generated consolidated reports favourably, with cognitive load rated lowest - Students rate LLM-generated consolidated reports favourably, with cognitive load rated lowest
• Students rate LLM-generated response-level feedback favourably, with clarity and perceived accuracy highest and actionability and usefulness lowest - Students rate LLM-generated response-level feedback favourably, with clarity and perceived accuracy highest and actionability and usefulness lowest
• Students rate LLM-generated simplified instructions positively, averaging 7.83 on a 1-10 usefulness scale across 42 ratings in a live cybersecurity course - Students rate LLM-generated simplified instructions positively, averaging 7.83 on a 1-10 usefulness scale across 42 ratings in a live cybersecurity course
• Students rate multimedia introductory activities as more instructive, interesting and fun than traditional introductory activities - Students rate multimedia introductory activities as more instructive, interesting and fun than traditional introductory activities
• Students rate paper-based questions as more difficult than equivalent computer-based questions - Students rate paper-based questions as more difficult than equivalent computer-based questions
• Students rate the Socratic + Full Context AI TA significantly lowest for perceived support of task completion - Students rate the Socratic + Full Context AI TA significantly lowest for perceived support of task completion
• Students rate their ethical awareness of AI higher than instructors, while instructors report stronger willingness to experiment with AI tools and higher behavioural intention - Students rate their ethical awareness of AI higher than instructors, while instructors report stronger willingness to experiment with AI tools and higher behavioural intention
• Students rate their knowledge about cognition higher than their regulation of cognition - Students rate their knowledge about cognition higher than their regulation of cognition
• Students rated AI-generated and instructor-created lecture slides as similar in quality in a real course - Students rated AI-generated and instructor-created lecture slides as similar in quality in a real course
• Students rated AISSA's usability as excellent, with an average SUS score of 83.38 from 30 of 46 pilot students - Students rated AISSA's usability as excellent, with an average SUS score of 83.38 from 30 of 46 pilot students
• Students rated ChatGPT highly for completing activities more quickly, among the highest-scoring survey items in both courses - Students rated ChatGPT highly for completing activities more quickly, among the highest-scoring survey items in both courses
• Students rated class discussions of Warm Up responses as very useful (87%, n = 485) - Students rated class discussions of Warm Up responses as very useful (87%, n = 485)
• Students rated DPs positively, did not distinguish the two LLMs, and disagreed with experts on the same DPs, rating feasibility significantly lower - Students rated DPs positively, did not distinguish the two LLMs, and disagreed with experts on the same DPs, rating feasibility significantly lower
• Students rated human TA responses more favorably overall but preferred ChatGPT responses 40% of the time - Students rated human TA responses more favorably overall but preferred ChatGPT responses 40% of the time
• Students rated icebreaker/introduction discussions and collaborative work with online communication tools as the most beneficial learner-to-learner strategies - Students rated icebreaker/introduction discussions and collaborative work with online communication tools as the most beneficial learner-to-learner strategies
• Students rated peer tutoring with the VoicePod as acceptable and helpful for learning vocabulary - Students rated peer tutoring with the VoicePod as acceptable and helpful for learning vocabulary
• Students rated peers' work from their own country 3.6% higher than work from elsewhere - Students rated peers' work from their own country 3.6% higher than work from elsewhere
• Students rated real-world projects and discussions with structured or guiding questions as the most beneficial learner-to-content strategies - Students rated real-world projects and discussions with structured or guiding questions as the most beneficial learner-to-content strategies
• Students rated regular announcements/e-mail reminders and grading rubrics for all assignments as the most beneficial learner-to-instructor strategies - Students rated regular announcements/e-mail reminders and grading rubrics for all assignments as the most beneficial learner-to-instructor strategies
• Students rated the flipped-learning component highest and the GenAI module lower, with GenAI rated stronger for ideation than for time saving or direct output use - Students rated the flipped-learning component highest and the GenAI module lower, with GenAI rated stronger for ideation than for time saving or direct output use
• Students rated the image decoding, poster sharing, and synthesis lecture components of a digital-images inquiry highest on a five-point feedback scale - Students rated the image decoding, poster sharing, and synthesis lecture components of a digital-images inquiry highest on a five-point feedback scale
• Students rated the LLM-based assignments as useful, challenging, engaging, and enjoyable at both the first and fifth iterations, with no significant change across the semester - Students rated the LLM-based assignments as useful, challenging, engaging, and enjoyable at both the first and fifth iterations, with no significant change across the semester
• Students rated the manual annotation activity as more effective than traditional lectures for understanding bias and reported increased motivation - Students rated the manual annotation activity as more effective than traditional lectures for understanding bias and reported increased motivation
• Students rated the usability of the AIvaluate assessment in the SUS 'good' range - Students rated the usability of the AIvaluate assessment in the SUS 'good' range
• Students rated Zoo U highly for engagement and likeability, with every usability area rated at least 3.8 on a four-point scale - Students rated Zoo U highly for engagement and likeability, with every usability area rated at least 3.8 on a four-point scale
• Students rating learning conditions most positively are more than twice as likely to earn a B or better in math than students rating them most negatively - Students rating learning conditions most positively are more than twice as likely to earn a B or better in math than students rating them most negatively
• Students re-purpose social networking tools like Facebook as course back-channels, and user characteristics correlate with reported propensity to collaborate - Students re-purpose social networking tools like Facebook as course back-channels, and user characteristics correlate with reported propensity to collaborate
• Students received significantly higher homework scores during GenAI-evaluation periods, but this advantage did not transfer to downstream exams - Students received significantly higher homework scores during GenAI-evaluation periods, but this advantage did not transfer to downstream exams
• Students receiving 40 or more Air Reading tutoring sessions showed stronger reading impacts (effect size +0.17) - Students receiving 40 or more Air Reading tutoring sessions showed stronger reading impacts (effect size +0.17)
• Students receiving Experience Corps tutoring and mentorship showed significant improvements in reading and comprehension skills - Students receiving Experience Corps tutoring and mentorship showed significant improvements in reading and comprehension skills
• Students receiving instructor feedback showed significantly greater improvements in lab assignment scores than students receiving AI-generated feedback, after controlling for initial knowledge - Students receiving instructor feedback showed significantly greater improvements in lab assignment scores than students receiving AI-generated feedback, after controlling for initial knowledge
• Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit - Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit
• Students receiving the most Scooter supplementary exercises showed significantly better learning and caught up by post-test, though there was no overall between-condition learning effect - Students receiving the most Scooter supplementary exercises showed significantly better learning and caught up by post-test, though there was no overall between-condition learning effect
• Students recognised both the benefits and limitations of GenAI, demonstrating ethical awareness and critical evaluation of its role in academic work - Students recognised both the benefits and limitations of GenAI, demonstrating ethical awareness and critical evaluation of its role in academic work
• Students recognize more belief-consistent science facts than belief-inconsistent facts, an effect appearing on recognition but not recall tests - Students recognize more belief-consistent science facts than belief-inconsistent facts, an effect appearing on recognition but not recall tests
• Students recognized the harm of answer-revealing images only when images clearly revealed the answer - Students recognized the harm of answer-revealing images only when images clearly revealed the answer
• Students recommend integrating computer-based simulation cases into each course to make learning more concrete - Students recommend integrating computer-based simulation cases into each course to make learning more concrete
• Students recommended ChatGPT to peers and suggested improvements to accent recognition, visual aids, and response time - Students recommended ChatGPT to peers and suggested improvements to accent recognition, visual aids, and response time
• Students reconstruct authentic work practices in the simulator even when the simulation has removed the relevant environmental elements. - Students reconstruct authentic work practices in the simulator even when the simulation has removed the relevant environmental elements.
• Students regard reduced critical thinking and originality as the biggest threat of ChatGPT use in academia - Students regard reduced critical thinking and originality as the biggest threat of ChatGPT use in academia
• Students regulate feedback emotions through a three-step process: experiencing emotion, reconnecting to the profession, and processing emotion and information - Students regulate feedback emotions through a three-step process: experiencing emotion, reconnecting to the profession, and processing emotion and information
• Students remained cautious about relying on GenAI throughout the creative process, citing imperfect outputs and perceived loss of ownership - Students remained cautious about relying on GenAI throughout the creative process, citing imperfect outputs and perceived loss of ownership
• Students report awareness of feedback-acting strategies but experience difficulty carrying them out - Students report awareness of feedback-acting strategies but experience difficulty carrying them out
• Students report code understanding, debugging, and AI-limitation awareness as primary learning benefits of buggy GenAI programming tasks - Students report code understanding, debugging, and AI-limitation awareness as primary learning benefits of buggy GenAI programming tasks
• Students report feeling less safe and more likely to perceive violence and disorder in schools with metal detectors - Students report feeling less safe and more likely to perceive violence and disorder in schools with metal detectors
• Students report fewer violent incidents and a personalized, supportive environment in CHSRI small schools - Students report fewer violent incidents and a personalized, supportive environment in CHSRI small schools
• Students report games make the classroom atmosphere fun and increase participation - Students report games make the classroom atmosphere fun and increase participation
• Students report gaps in AI training and awareness of institutional AI policies despite widespread adoption - Students report gaps in AI training and awareness of institutional AI policies despite widespread adoption
• Students report heightened autonomy in English learning through self-directed regulation, personalized feedback, and active evaluation of ChatGPT suggestions - Students report heightened autonomy in English learning through self-directed regulation, personalized feedback, and active evaluation of ChatGPT suggestions
• Students report higher engagement and lower disaffection in non-academic subjects (home economics, physical education) than in academic subjects - Students report higher engagement and lower disaffection in non-academic subjects (home economics, physical education) than in academic subjects
• Students report higher engagement and motivation with the AI tutor, with comparable enjoyment and growth mindset - Students report higher engagement and motivation with the AI tutor, with comparable enjoyment and growth mindset
• Students report increased confidence in selecting, administering, scoring, and interpreting assessments after a simulated clinical course - Students report increased confidence in selecting, administering, scoring, and interpreting assessments after a simulated clinical course
• Students report low motivation for English writing due to lack of real-life application and formulaic compositions - Students report low motivation for English writing due to lack of real-life application and formulaic compositions
• Students report more mental effort and subjective difficulty during oral explaining than during retrieval practice - Students report more mental effort and subjective difficulty during oral explaining than during retrieval practice
• Students report negative experiences with ChatGPT including inaccurate outputs, lack of emotional connection, and risk of overreliance, which constrain competence - Students report negative experiences with ChatGPT including inaccurate outputs, lack of emotional connection, and risk of overreliance, which constrain competence
• Students report peer support and distraction as effective coping, rarely self-regulation or professional help-seeking - Students report peer support and distraction as effective coping, rarely self-regulation or professional help-seeking
• Students report rarely reading their physics textbooks, with half claiming never to have used it in an entire semester - Students report rarely reading their physics textbooks, with half claiming never to have used it in an entire semester
• Students report receiving scores with little individualized feedback and request more in-depth feedback that explains why and how they can improve - Students report receiving scores with little individualized feedback and request more in-depth feedback that explains why and how they can improve
• Students report regulation strategies mainly at the self- and shared-level, with significantly fewer strategies at the co-level - Students report regulation strategies mainly at the self- and shared-level, with significantly fewer strategies at the co-level
• Students report statistically significant levels of boredom during mathematics tests, for both trait and state measures - Students report statistically significant levels of boredom during mathematics tests, for both trait and state measures
• Students report teacher feedback on writing is insufficient, and they value scores over feedback - Students report teacher feedback on writing is insufficient, and they value scores over feedback
• Students report that GenAI creates an uneven playing field in assessment, favoring students who use it over those who work independently - Students report that GenAI creates an uneven playing field in assessment, favoring students who use it over those who work independently
• Students report that peer collaboration and group work support their learning, and many want teachers to offer more group work - Students report that peer collaboration and group work support their learning, and many want teachers to offer more group work
• Students report that tests dominate assessment, carry too much weight, and create stress, while extended performance-based assessments offer better opportunities to learn and showcase learning - Students report that tests dominate assessment, carry too much weight, and create stress, while extended performance-based assessments offer better opportunities to learn and showcase learning
• Students reported acquiring new futures thinking skills (scenario building, backcasting) that systematised their thinking - Students reported acquiring new futures thinking skills (scenario building, backcasting) that systematised their thinking
• Students reported challenges with generated-model scale fidelity, shared attention in multi-user XR, motion comfort, and control over generation - Students reported challenges with generated-model scale fidelity, shared attention in multi-user XR, motion comfort, and control over generation
• Students reported ChatGPT limitations in Quantum Theory learning: insufficient in-depth explanations, inability to interpret graphs or graphic equations, and occasional unexplainable mathematical errors - Students reported ChatGPT limitations in Quantum Theory learning: insufficient in-depth explanations, inability to interpret graphs or graphic equations, and occasional unexplainable mathematical erro
• Students reported first-pass false-positive deductions at a mean of 2.94 per term, normalising to about 0.6% of rubric items - Students reported first-pass false-positive deductions at a mean of 2.94 per term, normalising to about 0.6% of rubric items
• Students reported greater engagement, motivation and language use after MLE-mediated English lessons - Students reported greater engagement, motivation and language use after MLE-mediated English lessons
• Students reported high satisfaction with GenAI in STEAM learning, following gradual-improvement and fluctuation patterns - Students reported high satisfaction with GenAI in STEAM learning, following gradual-improvement and fluctuation patterns
• Students reported improved school-work priorities, peer academic behavior, teacher connection and support, and school connectedness after two years - Students reported improved school-work priorities, peer academic behavior, teacher connection and support, and school connectedness after two years
• Students reported increased personal responsibility and described the reflective self-assessment process as confidence-building during their transition to university - Students reported increased personal responsibility and described the reflective self-assessment process as confidence-building during their transition to university
• Students reported mixed, task-dependent perceptions of the efficiency and speed of voice versus text input - Students reported mixed, task-dependent perceptions of the efficiency and speed of voice versus text input
• Students reported recognizing writing improvements after revising in response to AI feedback, with observed rubric-score gains on resubmission - Students reported recognizing writing improvements after revising in response to AI feedback, with observed rubric-score gains on resubmission
• Students reported satisfaction with the detailed analyses, personalized multi-dimensional recommendations and motivational guidance provided by the AI systems - Students reported satisfaction with the detailed analyses, personalized multi-dimensional recommendations and motivational guidance provided by the AI systems
• Students reported significant perceived gains in abstract and critical thinking, with other higher-order thinking effects ambiguous - Students reported significant perceived gains in abstract and critical thinking, with other higher-order thinking effects ambiguous
• Students reported significantly higher perception of instructor Caring on the MUSIC Inventory in Fall 2025 after DURA course updates - Students reported significantly higher perception of instructor Caring on the MUSIC Inventory in Fall 2025 after DURA course updates
• Students reported significantly less difficulty with comprehensibility and accuracy of pronunciation between the first and final audio discussion activity - Students reported significantly less difficulty with comprehensibility and accuracy of pronunciation between the first and final audio discussion activity
• Students reported significantly lower anxiety during AIvaluate-mediated viva sessions than during equivalent face-to-face viva assessments - Students reported significantly lower anxiety during AIvaluate-mediated viva sessions than during equivalent face-to-face viva assessments
• Students reported similar perceived information quantity across conditions, indicating diverse explanations did not produce perceived information overload - Students reported similar perceived information quantity across conditions, indicating diverse explanations did not produce perceived information overload
• Students reported statistically significant pre-post improvements in attitudes about learning after the summer ed-tech programs - Students reported statistically significant pre-post improvements in attitudes about learning after the summer ed-tech programs
• Students reported stronger relationships with teachers and peers during the remote/hybrid year, especially high school students, but these gains did not persist after returning in person - Students reported stronger relationships with teachers and peers during the remote/hybrid year, especially high school students, but these gains did not persist after returning in person
• Students reported text supports structured, iterative planning while some valued voice for getting initial ideas out - Students reported text supports structured, iterative planning while some valued voice for getting initial ideas out
• Students reported that ChatGPT enhanced engagement, comprehension, problem-solving, and perceived relevance in Quantum Theory - Students reported that ChatGPT enhanced engagement, comprehension, problem-solving, and perceived relevance in Quantum Theory
• Students reported that continued interaction with a cGPT improved its adherence to instructions - Students reported that continued interaction with a cGPT improved its adherence to instructions
• Students reported that long recorded lectures impeded focus, and one student appreciated an instructor's choice to break lectures into shorter videos - Students reported that long recorded lectures impeded focus, and one student appreciated an instructor's choice to break lectures into shorter videos
• Students reported that the dashboard boosted learning motivation and that predictive and prescriptive insights were beneficial to their learning - Students reported that the dashboard boosted learning motivation and that predictive and prescriptive insights were beneficial to their learning
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists - Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists
• Students reported using the collaboration support mainly for self-regulation of their own contribution rather than for socially shared regulation of the group's participation - Students reported using the collaboration support mainly for self-regulation of their own contribution rather than for socially shared regulation of the group's participation
• Students reported using visual cues for draw judgments but not for test or explain judgments - Students reported using visual cues for draw judgments but not for test or explain judgments
• Students resisted external definitions of mathematical success and asserted agency in defining their own strategies - Students resisted external definitions of mathematical success and asserted agency in defining their own strategies
• Students respond positively to e-mail exchanges, guest speaker interviews, and video projects aimed at cross-cultural awareness - Students respond positively to e-mail exchanges, guest speaker interviews, and video projects aimed at cross-cultural awareness
• Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies - Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies
• Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones - Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones
• Students responded positively to ASR pronunciation training and the Rainbow passage, but were mixed on technical aspects of recording and voice typing - Students responded positively to ASR pronunciation training and the Rainbow passage, but were mixed on technical aspects of recording and voice typing
• Students retrospectively evaluated group processing as time well spent and vividly remembered it years later - Students retrospectively evaluated group processing as time well spent and vividly remembered it years later
• Students saw technology and STEM careers as creating concrete possibilities for their own agency - Students saw technology and STEM careers as creating concrete possibilities for their own agency
• Students scored an average of 4.3 out of 5 on a Markdown quiz after watching the AI-generated videos, suggesting short-term learning - Students scored an average of 4.3 out of 5 on a Markdown quiz after watching the AI-generated videos, suggesting short-term learning
• Students see obtaining explanations for their doubts as ChatGPT's most useful role in learning computer science - Students see obtaining explanations for their doubts as ChatGPT's most useful role in learning computer science
• Students segregated into language cliques whenever allowed to choose peer interactions, despite the 50-50 enrollment design - Students segregated into language cliques whenever allowed to choose peer interactions, despite the 50-50 enrollment design
• Students self-report help-seeking as their strongest SRL skill and reflection for action as their weakest - Students self-report help-seeking as their strongest SRL skill and reflection for action as their weakest
• Students self-reported less cramming and more class preparation in the JiTT course than in their non-JiTT courses, except students receiving D or F grades - Students self-reported less cramming and more class preparation in the JiTT course than in their non-JiTT courses, except students receiving D or F grades
• Students shame themselves, peers, and in one case a faculty member for using AI - Students shame themselves, peers, and in one case a faculty member for using AI
• Students shift toward How comments for procedural constructs: 94.3% of Multi-Step-Block and 57.3% of Loop-Iteration comments were How comments - Students shift toward How comments for procedural constructs: 94.3% of Multi-Step-Block and 57.3% of Loop-Iteration comments were How comments
• Students show a large epistemological split between classroom and research contexts on thinking up their own questions - Students show a large epistemological split between classroom and research contexts on thinking up their own questions
• Students show large immediate pre-to-post knowledge gains within a single LLM-supported learning session - Students show large immediate pre-to-post knowledge gains within a single LLM-supported learning session
• Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate - Students show signs of dropout risk early in high school, and schools that reach out in the ninth-grade year can keep them on track to graduate
• Students show the highest learning gains in classes that are both challenging and where students actually do work aligned with teachers' expectations; grades are higher in challenging classrooms with high support than in easier classrooms with little support - Students show the highest learning gains in classes that are both challenging and where students actually do work aligned with teachers' expectations; grades are higher in challenging classrooms with
• Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) - Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11)
• Students showed a large, statistically significant pre-to-post improvement in ability to reason (SMP 2) in the Mindsets program (d ≈ 1.20) - Students showed a large, statistically significant pre-to-post improvement in ability to reason (SMP 2) in the Mindsets program (d ≈ 1.20)
• Students showed a large, statistically significant pre-to-post improvement in repeated reasoning (SMP 8) in the Mindsets program (d ≈ 1.19) - Students showed a large, statistically significant pre-to-post improvement in repeated reasoning (SMP 8) in the Mindsets program (d ≈ 1.19)
• Students showed a wider range of achievement levels in spring 2022 than would be expected in a typical school year - Students showed a wider range of achievement levels in spring 2022 than would be expected in a typical school year
• Students showed bounded trust and uneven verification behavior: 23 of 837 student turns (about 2.7%) contained explicit risk-aware moves - Students showed bounded trust and uneven verification behavior: 23 of 837 student turns (about 2.7%) contained explicit risk-aware moves
• Students showed low competence with Knowledge Forum features designed to support linking ideas, which may explain the lower-than-expected linking index - Students showed low competence with Knowledge Forum features designed to support linking ideas, which may explain the lower-than-expected linking index
• Students showed lower math growth in fall 2020 across grades 3-8 relative to peers in the previous, more typical year - Students showed lower math growth in fall 2020 across grades 3-8 relative to peers in the previous, more typical year