A pedagogical gap separates 4E-informed learning science from the disembodied, individualised pedagogical assumptions encoded in current AI systems¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Current educational AI systems are conceived as individualised, screen- and keyboard-based assistants that structurally limit opportunities for bodily engagement, social interaction and interpersonal understanding, in tension with 4E-informed pedagogies. → Laura Desiree Di Paolo 2026

Evidence¶

Laura Desiree Di Paolo 2026¶

Laura Desiree Di Paolo, Andy Clark & Thomas Wachter. (2026). Educating minds with generative AI. Communications Psychology 4:128. https://doi.org/10.1038/s44271-026-00522-8

q1 · i? · theoretical · r3

Theoretical argument in the Pedagogical Gap section: the misalignment is 'not an intrinsic property of AI systems, but rather a consequence of the assumptions baked into their design', reflecting the broader dominance of disembodied pedagogical frameworks in educational technology. The authors argue GenAI risks stabilising rather than challenging outdated pedagogical assumptions when introduced into environments governed by inherited arrangements.

"The pedagogical gap, situated within a broader disconnection between learning science and technology design 89, captures the misalignment between contemporary 4E-informed understandings of learning and the pedagogical assumptions implicitly encoded in current AI systems."

Discussion¶

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