AI Can Add, Not Just Subtract, From Learning

Then, as you know, the introduction of ChatGPT brought AI to the forefront of public discussion. On top of that, the most widely used AI products are typically designed for general purposes rather than being specifically created for education or children. This has added urgency to the research, as families, educational systems, and policymakers now face many pressing questions. At the same time, it has pushed much of the research beyond lab settings and into real-world environments that are evolving rapidly.

How do you navigate the question of the possibilities of AI to aid learning versus what the technology can do right now?

I think this is a critical moment for us to emphasize evidence-based research more than ever. With all the excitement around AI, it’s easy to get caught up in using it just for the sake of it. That’s why we need to shift the narrative — not by asking how we can fit AI into education, but by starting with the end goal: What learning outcomes do we want to achieve, and can AI meaningfully contribute to them?

Most of my research has focused on children. Rather than aiming to “introduce” AI to children — which could take away from valuable time with their families or outdoor play — our starting question is always, Can AI make the time children already spend on media more enriching and engaging?

Let me give you an example: Think about television. On the one hand, TV is one of the most accessible educational resources for children. On the other hand, it may not be the most effective way for them to learn, as it primarily delivers information in a one-way format, while research consistently shows that children learn better through interactive engagement. To bridge this gap, we collaborated with PBS Kids to integrate AI into their programs, allowing children to have science-related conversations with media characters as they watch TV.

When evaluating whether this approach works, we focus on the important learning outcomes: Are children acquiring science concepts? Are they developing a curiosity-driven mindset to explore the world around them? Through a series of studies, we found that AI can, in fact, amplify learning opportunities in everyday media use. For example, by enabling interactive dialogues with TV characters, we observed significant improvements in children’s scientific reasoning and engagement. These findings reinforce the idea that AI’s role in education should not be about replacing traditional learning experiences but about enhancing them in ways that are backed by research.

That speaks to something you mentioned at the Askwith Education Forum last fall, which is that AI is just another tool, one that can bring positive change when used correctly.

Yes, there has been much debate — and even fear — about whether AI will replace educators. To be fair, these concerns are not unfounded. Data shows that AI tutors can indeed successfully mimic certain behaviors of human educators. In some cases, evidence suggests that children achieve similar scores whether coached by an AI tutor or a human tutor. However, while this evidence highlights AI’s potential, it does not justify the conclusion that AI can replace human teachers.

We need to recognize that learning and development occur through a long and complex process. It is not just about receiving information — something AI might be good at — but also about social interactions, building trust, and forming relationships, all of which are crucial to a child’s growth. These fundamental aspects of education are challenging for AI to replicate.