Methodologies for Improving the Quality of AI Tutoring in K-12 Education

How Khan Academy Is Building a Better AI Tutor: Our Most Recent Learnings

Khan Academy shares how it improved its AI tutor Khanmigo with faster responses, smarter data use, and better student learning outcomes.

Learning in the Open: What AI Is (and Isn’t) Changing

Khan Academy shares what’s working with AI tutoring, what isn’t, and what we’ve learned from Khanmigo to better support student learning.

From Chalkboards to Chatbots : Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria

This study evaluates the impact of a program leveraging large language models for virtual tutoring in secondary education in Nigeria. Using a randomized controlled trial, .

Measuring Social Norms of Large Language Models

We present a new challenge to examine whether large language models understand social norms. In contrast to existing datasets, our dataset requires a fundamental understanding of social norms to solve. Our dataset features the largest set of social norm skills, consisting of 402 skills and 12,383 questions covering a wide set of social norms ranging from opinions and arguments to culture and laws. We design our dataset according to the K-12 curriculum. This enables the direct comparison of the social understanding of large language models to humans, more specifically, elementary students. While prior work generates nearly random accuracy on our benchmark, recent large language models such as GPT3.5-Turbo and LLaMA2-Chat are able to improve the performance significantly, only slightly below human performance. We then propose a multi-agent framework based on large language models to improve the models' ability to understand social norms. This method further improves large language models to be on par with humans. Given the increasing adoption of large language models in real-world applications, our finding is particularly important and presents a unique direction for future improvements.

What Parents Need to Know About AI in the Classroom | Stanford HAI

From immersive learning and personalized tutors to lesson plans and grading, AI is everywhere in K-12 education.

A Survey on Large Language Model based Autonomous Agents

Autonomous agents have long been a prominent research focus in both academic and industry communities. Previous research in this field often focuses on training agents with limited knowledge within isolated environments, which diverges significantly from human learning processes, and thus makes the agents hard to achieve human-like decisions. Recently, through the acquisition of vast amounts of web knowledge, large language models (LLMs) have demonstrated remarkable potential in achieving human-level intelligence. This has sparked an upsurge in studies investigating LLM-based autonomous agents. In this paper, we present a comprehensive survey of these studies, delivering a systematic review of the field of LLM-based autonomous agents from a holistic perspective. More specifically, we first discuss the construction of LLM-based autonomous agents, for which we propose a unified framework that encompasses a majority of the previous work. Then, we present a comprehensive overview of the diverse applications of LLM-based autonomous agents in the fields of social science, natural science, and engineering. Finally, we delve into the evaluation strategies commonly used for LLM-based autonomous agents. Based on the previous studies, we also present several challenges and future directions in this field. To keep track of this field and continuously update our survey, we maintain a repository of relevant references at https://github.com/Paitesanshi/LLM-Agent-Survey.

Children of the Magenta Line

Why minimally guided AI does not work. Chatbots, novices, the automation of learning and the case for Alpha School

Usage, Effects and Requirements for AI Coding Assistants in the Enterprise: An Empirical Study

The rise of large language models (LLMs) has accelerated the development of automated techniques and tools for supporting various software engineering tasks, e.g., program understanding, code generation, software testing, and program repair. As CodeLLMs are being employed toward automating these tasks, one question that arises, especially in enterprise settings, is whether these coding assistants and the code LLMs that power them are ready for real-world projects and enterprise use cases, and how do they impact the existing software engineering process and user experience. In this paper we survey 57 developers from different domains and with varying software engineering skill about their experience with AI coding assistants and CodeLLMs. We also reviewed 35 user surveys on the usage, experience and expectations of professionals and students using AI coding assistants and CodeLLMs. Based on our study findings and analysis of existing surveys, we discuss the requirements for AI-powered coding assistants.

The Kaitchup – AI on a Budget | Benjamin Marie | Substack

Weekly tutorials and news on adapting large language models (LLMs) to your tasks and hardware using the most recent techniques and models. The Kaitchup proposes a collection of 180+ AI notebooks regularly updated. Click to read The Kaitchup – AI on a Budget, by Benjamin Marie, a Substack publication with tens of thousands of subscribers.

Experimental Evidence on the Learning Impact of Generative AI

We study whether access to off-the-shelf generative AI changes how much students learn in a timed assignment. In a proctored, in-person randomized experiment, undergraduates study an unfamiliar topic and write an essay with or without AI, then complete unaided assessments immediately and one week later. AI access raises test scores, and a smaller gain persists a week later. Gains remain for students who use AI as a tutor ("augmentation") and fade for students who have AI write for them ("automation"). We document two mechanisms: students shift time from writing toward reading and searching for information, and report greater learning enjoyment.

AI for Me, Not (Yet) for Thee? Desirable Difficulties and Deliberate Friction with LLMs

In December 2025, I was grading final projects for my course on data visualization with R. On one of my screens, I had a browser open to my university’s learning management system and came across a now-familiar phenomenon: a student had used verbatim ChatGPT output for their assignment. The code they included was flawless, but used function arguments and code syntax that we never covered in class and that weren’t actually necessary. More concerning, the original chat prompt was inadvertently still included, along with fill-in-the-blank sections that the large language model (LLM) had included to help tailor the response to the course (e.g. “[insert an example from your professor’s class here]”). Following my course’s AI policy, I gave a sizable point reduction, sighed heavily, and moved on to the next assignment.

Alex Veremeyenko on Twitter / X

MIT published a brutally honest report on what AI is doing to students.A committee of professors and students spent five months studying how AI changed learning on campus, and the findings read like a warning to every university on the planet.Study groups are disappearing.… pic.twitter.com/kSxKk4h06o— Alex Veremeyenko (@alex_verem) September 12, 2026

The Price of Advice: Experimental Evidence on the Effects of AI Recommenders

<p><span>The integration of large language models (LLMs) into recommender systems (RS) has given rise to a new generation of Conversational RS (CRS). This study

Quantifying the Persona Effect in LLM Simulations

Large language models (LLMs) have shown remarkable promise in simulating human language and behavior. This study investigates how integrating persona variables—demographic, social, and behavioral factors—impacts LLMs' ability to simulate diverse perspectives. We find that persona variables account for \ensuremath<10% variance in annotations in existing subjective NLP datasets. Nonetheless, incorporating persona variables via prompting in LLMs provides modest but statistically significant improvements. Persona prompting is most effective in samples where many annotators disagree, but their disagreements are relatively minor. Notably, we find a linear relationship in our setting: the stronger the correlation between persona variables and human annotations, the more accurate the LLM predictions are using persona prompting. In a zero-shot setting, a powerful 70b model with persona prompting captures 81% of the annotation variance achievable by linear regression trained on ground truth annotations. However, for most subjective NLP datasets, where persona variables have limited explanatory power, the benefits of persona prompting are limited.