AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting
Abstract Advances in generative artificial intelligence show great potential for improving education. Yet little is known about how this new technology should be used and how effective it can be compared to current best practices. Here we report a randomized, controlled trial measuring college stude...
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| Format: | Article |
| Language: | English |
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Nature Portfolio
2025-06-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-025-97652-6 |
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| _version_ | 1849329530486915072 |
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| author | Greg Kestin Kelly Miller Anna Klales Timothy Milbourne Gregorio Ponti |
| author_facet | Greg Kestin Kelly Miller Anna Klales Timothy Milbourne Gregorio Ponti |
| author_sort | Greg Kestin |
| collection | DOAJ |
| description | Abstract Advances in generative artificial intelligence show great potential for improving education. Yet little is known about how this new technology should be used and how effective it can be compared to current best practices. Here we report a randomized, controlled trial measuring college students’ learning and their perceptions when content is presented through an AI-powered tutor compared with an active learning class. The novel design of the custom AI tutor is informed by the same pedagogical best practices as employed in the in-class lessons. We find that students learn significantly more in less time when using the AI tutor, compared with the in-class active learning. They also feel more engaged and more motivated. These findings offer empirical evidence for the efficacy of a widely accessible AI-powered pedagogy in significantly enhancing learning outcomes, presenting a compelling case for its broad adoption in learning environments. |
| format | Article |
| id | doaj-art-594959a5f4f94bd8a7ad3d534581f3ec |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-594959a5f4f94bd8a7ad3d534581f3ec2025-08-20T03:47:14ZengNature PortfolioScientific Reports2045-23222025-06-0115111010.1038/s41598-025-97652-6AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational settingGreg Kestin0Kelly Miller1Anna Klales2Timothy Milbourne3Gregorio Ponti4Department of Physics, Harvard UniversitySchool of Engineering and Applied Sciences, Harvard UniversityDepartment of Physics, Harvard UniversityDepartment of Physics, Harvard UniversityDepartment of Physics, Harvard UniversityAbstract Advances in generative artificial intelligence show great potential for improving education. Yet little is known about how this new technology should be used and how effective it can be compared to current best practices. Here we report a randomized, controlled trial measuring college students’ learning and their perceptions when content is presented through an AI-powered tutor compared with an active learning class. The novel design of the custom AI tutor is informed by the same pedagogical best practices as employed in the in-class lessons. We find that students learn significantly more in less time when using the AI tutor, compared with the in-class active learning. They also feel more engaged and more motivated. These findings offer empirical evidence for the efficacy of a widely accessible AI-powered pedagogy in significantly enhancing learning outcomes, presenting a compelling case for its broad adoption in learning environments.https://doi.org/10.1038/s41598-025-97652-6 |
| spellingShingle | Greg Kestin Kelly Miller Anna Klales Timothy Milbourne Gregorio Ponti AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting Scientific Reports |
| title | AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting |
| title_full | AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting |
| title_fullStr | AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting |
| title_full_unstemmed | AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting |
| title_short | AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting |
| title_sort | ai tutoring outperforms in class active learning an rct introducing a novel research based design in an authentic educational setting |
| url | https://doi.org/10.1038/s41598-025-97652-6 |
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