Learning-by-design shows medium- to large-sized positive effects on student achievement in K-12 STEM education, per meta-analysis cited by the review¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Meta-analyses show medium- to large-sized positive effects of learning-by-design on student achievement in K-12 STEM education. → Bauer 2025
Evidence¶
Bauer 2025¶
Bauer, E., Greiff, S., Graesser, A. C., Scheiter, K., & Sailer, M. (2025). Looking Beyond the Hype: Understanding the Effects of AI on Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10020-8
q2 · i? · review · r2
The review reports, citing Delen and Sen (2023), meta-analytic evidence on learning-by-design, an approach engaging students in iterative cycles of designing, building, testing, and reflecting. Magnitudes are described as "medium- to large-sized"; no numeric effect size is printed.
"Meta-analyses show medium- to large-sized positive effects on student achievement in K-12 STEM education (Delen & Sen, 2023)."
Discussion¶
Related Claims¶
- AI-supported instruction has a moderate positive effect on student achievement in STEM education (g = 0.670 under a random effects model)
- AI-enabled personalized STEM education yields a statistically significant overall effect of g = 0.455, which its authors class as small, compared with traditional non-AI instruction in K-12 schools
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learning-by-design-medium-large-effects-stem |
title |
Learning-by-design shows medium- to large-sized positive effects on student achievement in K-12 STEM education, per meta-analysis cited by the review |
description |
Learning-by-design shows medium- to large-sized positive effects on student achievement in K-12 STEM education, per meta-analysis cited by the review |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bauer-2025 |
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