Read the finding alongside its setting and limits. A tool’s ability to complete a task does not by itself demonstrate a learning benefit.
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Golding and colleagues report use across coursework, teaching, research, personal life and clinical activities. Teaching had the greatest reported use; clinical activities the least.
US clinical and nonclinical psychology graduate students.
Self-reported use is not evidence of teaching effectiveness. Restricted access prevented review of sampling and analyses.
One section received weekly GenAI training. The abstract reports no between-condition writing-grade advantage or self-efficacy benefit over standard instruction.
Two undergraduate research-methods course sections.
Section allocation and detailed methods were not inspected. This is not evidence that every form of AI writing instruction fails.
Bailey and colleagues surveyed 164 psychology students. Reported GenAI use related to procrastination and memory difficulties, but not assessment grades. Supervised and unsupervised grades were positively correlated.
University of Technology Sydney; data concern early 2024.
Associations do not establish causation, authorship or the absence of misconduct. General coursework use was self-reported.
Delvenne examines detection, marking, assessment validity, integrity casework and staff support. The review proposes responses centered on disciplinary reasoning and institutional learning.
Discipline-focused review informed by UK academic-integrity practice.
An interpretive review and practice perspective, not a trial validating a particular assessment redesign.
Wu and colleagues pool 35 experimental or quasi-experimental studies and report an overall positive learning-outcome effect. Results vary with subject, duration and instructional mode.
Studies published in 2022–2024 across educational contexts.
A pooled effect does not predict benefits in Psy101 or establish durable independent learning. Included studies were not individually audited here.
Dom McGrath’s principles align rubrics with learning outcomes, coordinate expectations across courses and provide suitable access or alternatives when AI is optional.
University of Queensland guidance hosted in TEQSA’s toolkit.
This is design advice, explicitly not a mandatory policy position. It does not replace local institutional rules or demonstrate intervention effectiveness.
Robinson and colleagues report that human engagement support increased AI-platform use, but usage remained low and reading achievement did not improve.
Elementary literacy; two randomized trials.
A school-literacy implementation study, not an introductory-psychology trial. Increased engagement and improved achievement are separate outcomes.
Oreopoulos and Low report modest achievement gains alongside infrequent substantive tutor dialogue. The summary notes that gains resemble those from Khan Academy practice without AI.
Eighteen Tennessee middle schools; remedial mathematics.
The intervention combines a practice platform with tutor access; it does not isolate an AI-only benefit. Working-paper findings may change.
Bastani and colleagues compare ordinary study with two GPT-4 interfaces. Unrestricted assistance improved practice performance but harmed subsequent unaided performance; designed hints largely removed that penalty.
High-school mathematics at one Turkish school, fall 2023.
Short-term mathematics outcomes do not establish effects in psychology. Removing harm is not the same as showing a learning benefit.
Kestin and colleagues report stronger learning in less time with their designed AI tutor than with the compared in-class active-learning lessons.
College physics; custom tutor informed by pedagogical principles.
This concerns particular lessons and a purpose-built tutor. It does not establish superiority of unrestricted chatbots or replacement of instructors.
Scarfe and colleagues inserted GPT-4-written answers into real marking. Most were not flagged, demonstrating a vulnerability in that assessment setting.
Five undergraduate psychology modules at one UK university.
Marker recognition is not a test of commercial detection software. This does not estimate misconduct prevalence or learning by actual students.
Reinforcement and punishment are classified by their effects on subsequent behavior; positive and negative refer to adding and removing a stimulus.
Conceptual background for the original teaching illustrations.
The textbook supports the conceptual distinction, not the effectiveness of the original AI classroom exercises.
The section distinguishes normative and informational influence and describes public versus private responding.
Conceptual background for the original teaching illustrations.
A teaching illustration of competing explanations is not a replication or a validated classroom intervention.
The section describes encoding, storage, retrieval and forms of retrieving previously learned information.
Conceptual background for the original teaching illustrations.
The textbook does not validate a particular AI study routine or establish a hierarchy for every question format.
The review evaluates ten techniques and rates practice testing and distributed practice as high utility across the literature reviewed.
Conceptual background for the original teaching illustrations.
A broader review from 2013, not a study of current AI tools. Implementation and the criterion task matter; this does not establish effects for the exact examples on this site.
The panel discusses curriculum choices, foundational knowledge and how students use AI. It offers questions for comparing disciplinary responses.
Higher-education computer-science teaching; a panel recorded during summer 2026.
Practitioner accounts and arguments, not a controlled study or evidence that the same responses work in psychology.
The overview advocates institutional examination of ethical and pedagogical suitability, with attention to human agency, privacy and inclusion.
UNESCO education and research guidance; official overview updated January 16, 2026.
Guidance, not a classroom experiment or a determination of local legal requirements. The book was not reviewed in full for this entry.
The profile considers privacy, harmful bias, human–AI arrangements, intellectual property and third-party responsibilities as areas for risk management.
NIST AI 600-1, a voluntary cross-sector companion to AI RMF 1.0.
A governance framework, not evidence about a particular course, product or compliance outcome. Referenced empirical studies were not independently audited here.
The following document capabilities and system design. They do not establish learning benefits.
The article distinguishes predefined tool workflows from agents that direct their own processes. It recommends increasing system complexity only when the task requires it.
Vendor guidance is not educational-effectiveness evidence. The page warns that tooling has changed since 2024.
Inspection scope and source recordRecords Agents API public beta, hosted browser access, and sandbox document skills.
Living vendor record. A release is not evidence of account access or instructional effectiveness. Individual development dates are given separately.
Inspection scope and source recordBrowser access needs origin approvals. The documentation explicitly separates website approval from confirmation for individual consequential actions.
Undated living documentation. No independent security or educational evaluation performed.
Inspection scope and source recordExplains custom and built-in tools, multi-step orchestration, and computer-control loops.
Conceptual documentation can span several API paths. It does not establish a specific course implementation.
Inspection scope and source recordSeparates durable session history, agent control loop, and execution environment.
Architecture account by the provider; reported infrastructure performance is not classroom evidence.
Inspection scope and source recordDescribes long-running file, shell, web, and MCP work; Managed Agents remains beta. Stateful sessions are not eligible for Zero Data Retention under this page.
Undated living documentation. Account conditions and institutional approval require separate checking.
Inspection scope and source recordDocuments dynamic workflows, per-call permission evaluation, and organizational search/fetch restrictions.
Release notes describe product changes, not guaranteed prevention of errors or learning effects.
Inspection scope and source recordAnnounces persistent delegation, coordination, model routing, and enterprise controls.
The opened article dates itself October 9; search indexing showed October 8. Use the visible article date. Broad announcement does not establish general availability for every described feature.
Inspection scope and source recordDescribes context gathering and creating Docs, Sheets, and Slides from other Workspace applications; lists eligible rollout plans including AI Pro for Education.
Rollout and administrator permissions matter. Some surfaces were described as coming later. Productivity examples are vendor demonstrations.
Inspection scope and source recordDescribes a model choosing which video moments and modalities to inspect, rather than sampling at a fixed rate.
Performance figures are provider benchmarks. API availability and later consumer rollout are distinct; instructional interpretation remains untested here.
Inspection scope and source recordThe October17 entry announces an updated Flash model and a search API.
Benchmarks and service descriptions are provider reports, not evidence about learning. Earlier release plans on the site can be superseded by later change-log entries.
Inspection scope and source recordDocuments interfaces for retrieving search results and fetching pages.
Retrieval does not guarantee a complete search, full-text access or that a generated claim is supported. No classroom evaluation is reported.
Inspection scope and source recordA model can request a function call; application code executes the function and returns its result.
A tool request is not execution or permission. The application controls what is actually available. No teaching effectiveness evidence.
Inspection scope and source recordAnnounced Teach for preparation and described learning-oriented experiences alongside educator programs.
A product announcement and sponsored material do not establish independent teaching or learning gains. Availability statements belong to the dated announcement.
Inspection scope and source recordThe May19 post describes a general-availability learning agent with guided conversations and practice activities.
The pedagogical rationale is the vendor’s account. It is not a randomized evaluation of this product in psychology. Language, license and tenant conditions must be checked locally.
Inspection scope and source recordDescribes application integration, institution-configured agents and access conditions for Study and Learn.
The page mixes product description with marketing claims. This review does not validate its effectiveness, contractual scope or an institution’s configuration.
Inspection scope and source recordMeta describes a personal agent using a dedicated virtual computer, with access and approval controls.
Vendor characterization is not a safety guarantee or an education trial. Availability and approvals require product-specific checking.
Inspection scope and source recordDescribes a model intended for longer tool-using work and user collaboration.
Demonstrations and provider benchmarks are not independent evidence of reliable classroom operation. An example labeled prototype is not a released product.
Inspection scope and source recordAnnounces model weights and deployment options under a named license.
Open weights do not mean every license permits every use, that ordinary laptops can run the model, or that a whole application is private.
Inspection scope and source recordDescribes a standard for connecting AI applications with external systems and tools.
A protocol connection is not an agent or automatic authorization. The page does not establish educational effectiveness or the configuration of any installed tool.
Inspection scope and source record