New research from a leading education data scientist presents a puzzling divide in how AI tools could reshape learning. Two recent studies under her direction reveal starkly different outcomes from AI-assisted math practice—one suggesting modest benefits for struggling students, while the other pointing toward potential pitfalls. The findings highlight both the promise and the unresolved challenges of integrating artificial intelligence into classrooms. Experts are now weighing whether these contrasting results signal a need for caution or simply reflect the early, unpredictable stage of AI in education.
If you want a glimpse into cutting-edge research on artificial intelligence in education, look to Jing Liu, director of the Center for Educational Data Science and Innovation at the University of Maryland. Two studies released in October offer a striking and enlightening contrast. One hinted that a little AI-powered math practice might help struggling middle […] The post Same researcher, opposite results appeared first on The Hechinger Report.
