The results of the randomized evaluation, soon to be published, reveal overwhelmingly positive effects on learning outcomes. After the six-week intervention between June and July 2024, students took a pen-and-paper test to assess their performance in three key areas: English language—the primary focus of the pilot—AI knowledge, and digital skills.
Students who were randomly assigned to participate in the program significantly outperformed their peers who were not in all areas, including English, which was the main goal of the program. These findings provide strong evidence that generative AI, when implemented thoughtfully with teacher support, can function effectively as a virtual tutor.
Notably, the benefits extended beyond the scope of the program itself. Students who participated also performed better on their end-of-year curricular exams. These exams, part of the regular school program, covered topics well beyond those addressed in the six-week intervention. This suggests that students who learned to engage effectively with AI may have leveraged these skills to explore and master other topics independently.
Moreover, the program benefited all students, not just the highest achievers. Girls, who were initially lagging boys in performance, seemed to gain even more from the intervention, highlighting its potential to bridge gender gaps in learning.
Here is more from the World Bank. Replication is required, but this is encouraging.
The post More on the AI virtual tutor appeared first on Marginal REVOLUTION.
