The Learning Research Digest vol. 34
👋 Hello, fellow Learning Scientists!
Welcome to Volume 34 of the Learning Research Digest. It’s been another bumper month of research on instructional design, with continued focus on the impact of AI on the speed and quality of our work and our ethical responsibilities in an increasingly data-driven & AI-centred profession.
🔥 Hot Off the Research Press This Month
Researchers show that using GenAI (specifically, GPT4) can boost the quality of novices’ micro-lesson design—but only for certain types of tasks.
A research study shows how an AI assistant, LeDA, helped educators generate creative ideas for activities but failed to add value for more more practical tasks, like writing learning outcomes.
An article which reimagines ADDIE for the AI age by introducing a new model and process, ADGIE, which allocates roles and responsibilities to both humans and machines.
A systematic review that maps the current AI-ed risk landscape and warns that without intentional, human-centred design, “personalisation” can devolve into homogenised and stereotyped learning.
A meta-analysis which shows that VR-based teacher training has huge potential to drive mastery, especially among novice teachers.
A research project which shows huge potential for a new model of blended learning which combines human contact with AI tutoring to scale the support and feedback needed to drive learning outcomes.
Let’s dive in 🚀
