Evidence for teacher-side effects of AI-based instruction is mostly perceptual or indirect, and teacher orchestration was not directly associated with student achievement in the largest quantitative study¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the large-scale quantitative study by Leite et al. (2022), teacher orchestration was not directly associated with student achievement, with only limited indirect associations mediated by self-regulated learning. → Hansol Lee 2026

Evidence¶

Hansol Lee 2026¶

Hansol Lee. (2026). Teacher intervention in K-12 AI-based instruction: a systematic review of processes, strategies, and effects. Smart Learning Environments. https://doi.org/10.1186/s40561-026-00461-1

q2 · i? · review · r2

The review reports this null direct association from Leite et al.'s (2022) large-scale quantitative study, noting only limited indirect associations via self-regulated learning. Many other teacher-related effects were perceptual rather than measured learning outcomes, so generalization warrants caution.

"In the large-scale quantitative study by Leite et al. (2022), teacher orchestration was not directly associated with student achievement. Although some indirect associations mediated by self-regulated learning were observed, the evidence was limited."

Discussion¶

Related Claims¶

• Principal effects on student achievement are largely indirect, mediated through school organizational processes — a broader claim this one bears on
• High school principals influence student achievement most strongly through school culture and climate — related
• Collaborative situations often fail to be productive in practice, so orchestrating collaboration is not simple — related