In the study, published Wednesday, two unnamed school districts carved out dedicated time for hundreds of elementary school students to work with a well-known AI reading tutor, either during class time or after school. Researchers followed about 350 students across two randomized controlled trials. All of the students were expected to log on for at least two 30-minute sessions a week.
For Carly Robinson, the paper’s lead author and research director for the Stanford SCALE Initiative, the gap between access and use isn’t a shock. “As we’re talking about bringing AI tools into the classroom, the challenge isn’t just building good AI tools,” she said. “It’s getting students to use them and engage with them effectively.”
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