Sources: Avanti AI coach plan
Every work cited in the AI coach papers (META_ANALYSIS.md, WHAT_WORKS.md, COACH_WALKTHROUGH.md) and literature/*.md was downloaded and read in an archived copy, fetched 2026-10-26 to 2026-10-29.
Archive: gs://avantifellows-research-sources/ai-coach/<strand>/<file>. The links open only for avantifellows.org Google accounts; the source URL serves everyone else.
Learning with generative AI: tutors and coaches
Section titled “Learning with generative AI: tutors and coaches”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| bastani2025 | Bastani, Bastani, Sungu, Ge, Kabakci, Mariman (2025). Generative AI without guardrails can harm learning: Evidence from high school mathematics. PNAS 122(26): e2422633122. | https://doi.org/10.1073/pnas.2422633122 | ai_tutors/bastani2025_pnas.xml | 93968 | d3b61ee92873f2ac… |
| liu2026 | Liu, Sweet, Chen, Engelberg, Masters, Clark, Persaud, Lancaster, Hollingsworth, Rice (2026). The effects of course-integrated AI tutoring on student performance and engagement: A randomized university trial. EdWorkingPaper 26-1598. | https://edworkingpapers.com/sites/default/files/ai26-1598.pdf | ai_tutors/courseai2026_undergrad.pdf | 4203961 | 11865055a44e9bf4… |
| kestin2025 | Kestin, Miller, Klales, Milbourne, Ponti (2025). AI tutoring outperforms in-class active learning. Scientific Reports 15:17458. | https://doi.org/10.1038/s41598-025-97652-6 | ai_tutors/kestin2025_physics_tutor.pdf | 1376057 | afa6965dfd885fcc… |
| desimone2025 | De Simone, Tiberti, Barron Rodriguez, Manolio, Mosuro, Dikoru (2025). From Chalkboards to Chatbots: Evaluating the Impact of Generative AI on Learning Outcomes in Nigeria. World Bank PRWP 11125. | https://openknowledge.worldbank.org/server/api/core/bitstreams/8fcccf10-83c9-4295-b01c-5a68aac83b06/content | india_context/desimone2025_nigeria.pdf | 28294549 | 62cd8dcc1b7cf3e3… |
| henkel2024 | Henkel, Horne-Robinson, Kozhakhmetova, Lee (2024). Effective and scalable math support: Experimental evidence on the impact of an AI-math tutor in Ghana. arXiv:2402.09809. | https://arxiv.org/abs/2402.09809 | india_context/henkel2024_rori_ghana.pdf | 1331625 | 3b84457e3fd680d1… |
| oreopoulos_low2026 | Oreopoulos and Low (2026). One click away: AI tutoring with Khanmigo in a two-year school experiment. EdWorkingPaper 26-1551. | https://edworkingpapers.com/sites/default/files/ai26-1551.pdf | ai_tutors/khanmigo2026_twoyear.pdf | 1413072 | 395562aefe66aaa8… |
| oreopoulos2026_numi | Oreopoulos, Liut, Sungu, Low (2026). Making AI tutoring productive: Evidence from a mastery-based math practice experiment. EdWorkingPaper 26-1552 / NBER WP 35621. | https://edworkingpapers.com/sites/default/files/ai26-1552.pdf | ai_tutors/oreopoulos2026_numi_mastery.pdf | 4805329 | 6a3702549e1c493d… |
| learnlm2025 | LearnLM Team, Google and Eedi (2025). AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms. arXiv:2512.23633. | https://arxiv.org/abs/2512.23633 | ai_tutors/learnlm2025_eedi_rct.pdf | 4228199 | a0ee40ce7e3b52a7… |
| learnlm2026 | LearnLM Team, Google and Eedi (2026). Measuring the impact of AI tutoring, from near transfer to standardised tests: An expanded RCT in UK mathematics classrooms. Technical report. Added 2026-11-02, after the sweep. | https://services.google.com/fh/files/misc/learnlm_oct26.pdf | meta_review/ai_tutoring/learnlm_eedi2026_ukrct.pdf | 3927399 | c0aa30c31f65c99c… |
| lehmann2025 | Lehmann, Cornelius, Sting (2025). AI meets the classroom: When do large language models harm learning? arXiv:2409.09047v2. | https://arxiv.org/abs/2409.09047 | ai_tutors/lehmann2024_llm_harm.pdf | 1491847 | de776c0b49dd72ba… |
| fan2024 | Fan, Tang, Le, Shen, Tan, Zhao, Shen, Li, Gasevic (2024). Beware of metacognitive laziness. arXiv:2412.09315. | https://arxiv.org/abs/2412.09315 | ai_tutors/fan2024_metacog_laziness.pdf | 6729517 | 2b997a39c00fdaf7… |
| pardos2024 | Pardos and Bhandari (2024). ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills. PLOS ONE 19(5): e0304013. | https://doi.org/10.1371/journal.pone.0304013 | ai_tutors/pardos2024_chatgpt_hints.pdf | 1308462 | 1525207b57c6f4f3… |
| wang2024 | Wang, Ribeiro, Robinson, Loeb, Demszky (2024; v3 2026). Tutor CoPilot: A human-AI approach for scaling real-time expertise. arXiv:2410.03017. | https://arxiv.org/abs/2410.03017 | ai_tutors/wang2024_tutorcopilot.pdf | 1993820 | 90274f5c23ea01d4… |
| harrison2026 | Harrison, Khowaja, Dobson, Uwimpuhwe, Higgins (2026). Evaluating AI tutoring at the speed of innovation: Practitioner-led micro-randomised trials of an AI tutoring platform in GCSE science. arXiv:2609.14789. | https://arxiv.org/abs/2609.14789 | ai_tutors/gcse2026_microrandomised.pdf | 313374 | 36cb1b0fd1d8e10c… |
| huntingtonklein2026 | Huntington-Klein (2026). Little impact of ChatGPT on high school test scores. arXiv:2605.08812v3. | https://arxiv.org/abs/2605.08812 | ai_tutors/highschool2026_little_impact.pdf | 267143 | 0d67f7c86444e7de… |
| kosmyna2025 | Kosmyna et al. (2025). Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task. arXiv:2506.08872. | https://arxiv.org/abs/2506.08872 | ai_tutors/kosmyna2025_brain_chatgpt.pdf | 38177802 | 9b84e8dff3e5a9ea… |
Not obtained (leads, not references):
- Stromberg, Lei and Wu (2026), the generative AI learning penalty in Chinese secondary education (SSRN 6868618 / CEPR DP 21577). I tried the SSRN Delivery.cfm link, the VoxEU column (curl and WebFetch) and the VoxDev column; all three returned a Cloudflare bot-check or a 403. This is the most relevant missing source.
- Kumar, Rothschild, Goldstein and Hofman (2023), Math education with LLMs: peril or promise? (SSRN 4641653). arXiv ID 2310.13615 turned out to be a different paper (Yen and Hsu), which I deleted. The Microsoft Research record had no PDF link, and SSRN blocks automated access.
- Futterer et al. (2026), Educational Psychology Review RCT on GenAI support for self-regulated learning (371 students, grades 7-9). OpenAlex lists it as open access, but the Springer PDF and HTML both returned bot-check pages.
- Darvishi et al. (2024), Computers & Education, on AI assistance and student agency. Paywalled. The sci-hub fallback was refused by the permission classifier, and I did not try to work around that.
- Barcaui (2025), ‘ChatGPT as a cognitive crutch’ (Social Sciences & Humanities Open, 120 undergraduates, 45-day retention test). Found only in search snippets; OpenAlex search did not return the record.
- Sungu, Lira and Duckworth (2026), ‘Generative AI can harm teaching’. Cited in Liu et al. 2026; not retrieved; belongs to the teacher-AI strand.
- Khan Academy’s claimed Uttar Pradesh trial (0.45 effect size): blog claim only; no primary report found.
- Indian registered trials (Rajasthan custom-GPT revision RCT ended March 2026; Gemini Guided Learning junior-school science, ends Feb 2027): registry entries only, no results.
- Wang and Fan (2025) meta-analysis of ChatGPT and learning performance: cited in Liu et al. 2026; not retrieved.
- stromberg2026: Stromberg, Lei, Wu (2026). The generative AI learning penalty: Evidence from Chinese secondary education. SSRN 6868618 / CEPR DP 21577. (listed, not opened)
- kumar2023: Kumar, Rothschild, Goldstein, Hofman (2023). Math education with large language models: Peril or promise? SSRN 4641653. (listed, not opened)
- futterer2026: Futterer, Bardach, Kuhn, Keller, Gerjets (2026). Enhancing school students’ self-regulated learning through generative AI support: A randomized controlled trial. Educational Psychology Review 38. (listed, not opened)
Teacher-student-AI interfacing and coaching (hybrid human-AI models, tutoring dosage, teacher dashboards and briefs, coaching/mentoring, nudges, early warning)
Section titled “Teacher-student-AI interfacing and coaching (hybrid human-AI models, tutoring dosage, teacher dashboards and briefs, coaching/mentoring, nudges, early warning)”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| guryan2021 | Guryan, Ludwig, Bhatt, Cook, Davis, Dodge, Farkas, Fryer, Mayer, Pollack, Steinberg (2021). Not Too Late: Improving Academic Outcomes Among Adolescents. NBER WP 28531. | https://www.nber.org/papers/w28531 | hybrid_human_ai/guryan2023_saga_tutoring.pdf | 971745 | 58d03613fc68c9fd… |
| nickow2020 | Nickow, Oreopoulos, Quan (2020). The Impressive Effects of Tutoring on PreK-12 Learning. NBER WP 27476. | https://www.nber.org/papers/w27476 | hybrid_human_ai/nickow2020_tutoring_meta.pdf | 820093 | 64dd755f2d6264b0… |
| kraft2024 | Kraft, Schueler, Falken (2024). What Impacts Should We Expect from Tutoring at Scale? EdWorkingPaper 24-1031. | https://edworkingpapers.com/sites/default/files/ai24-1031.pdf | hybrid_human_ai/kraft2024_tutoring_at_scale.pdf | 1876838 | 4f40740e847132bd… |
| wang2024 | Wang, Ribeiro, Robinson, Loeb, Demszky (2024). Tutor CoPilot: A Human-AI Approach for Scaling Real-Time Expertise. arXiv:2410.03017. | https://arxiv.org/abs/2410.03017 | hybrid_human_ai/wang2024_tutor_copilot.pdf | 1993820 | 90274f5c23ea01d4… |
| thomas2024 | Thomas et al. (2024). Improving Student Learning with Hybrid Human-AI Tutoring: A Three-Study Quasi-Experimental Investigation. LAK ’24. | https://arxiv.org/abs/2312.11274 | hybrid_human_ai/thomas2024_hybrid_tutoring.pdf | 1788129 | 73c4c2a89c2c33f6… |
| holstein2018 | Holstein, McLaren, Aleven (2018). Student Learning Benefits of a Mixed-Reality Teacher Awareness Tool in AI-Enhanced Classrooms. AIED 2018. | https://www.cs.cmu.edu/~bmclaren/pubs/HolsteinMcLarenAleven-StudentLearningBenefitsMixedRealityTeacherAwarnessTool-AIED2018.pdf | hybrid_human_ai/holstein2018_lumilo.pdf | 2394265 | 1837c6b66510b954… |
| holstein2021 | Holstein, Aleven (2021). Designing for human-AI complementarity in K-12 education. arXiv:2104.01266. | https://arxiv.org/abs/2104.01266 | hybrid_human_ai/holstein2021_complementarity.pdf | 640474 | ea370c1a1fc9c4a2… |
| roy2024 | Roy, Poet, Staunton, Aston, Thomas (2024). ChatGPT in Lesson Preparation: A Teacher Choices Trial. EEF/NFER Evaluation Report. | https://files.eric.ed.gov/fulltext/ED680921.pdf | hybrid_human_ai/roy2024_eef_chatgpt_lesson_prep.pdf | 1986148 | adc5d7759f7f7702… |
| bettinger2011 | Bettinger, Baker (2011). The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. NBER WP 16881. | https://www.nber.org/papers/w16881 | hybrid_human_ai/bettinger2014_insidetrack_coaching.pdf | 182647 | 482dd6bcf0edb466… |
| oreopoulos2016 | Oreopoulos, Petronijevic (2016). Student Coaching: How Far Can Technology Go? NBER WP 22630. | https://www.nber.org/papers/w22630 | hybrid_human_ai/oreopoulos2018_coaching_technology.pdf | 745155 | d2c83f2f37ec5f60… |
| oreopoulos2019 | Oreopoulos, Petronijevic (2019). The Remarkable Unresponsiveness of College Students to Nudging and What We Can Learn from It. NBER WP 26059. | https://www.nber.org/papers/w26059 | hybrid_human_ai/oreopoulos2019_unresponsive_nudging.pdf | 707953 | 391f10a77303ca51… |
| carrell2013 | Carrell, Sacerdote (2013). Why Do College Going Interventions Work? NBER WP 19031. | https://www.nber.org/papers/w19031 | hybrid_human_ai/carrell2017_college_going_mentoring.pdf | 1048151 | aafa80fd09ebbb4e… |
| clark2017 | Clark, Gill, Prowse, Rush (2017). Using Goals to Motivate College Students: Theory and Evidence from Field Experiments. NBER WP 23638. | https://www.nber.org/papers/w23638 | hybrid_human_ai/clark2020_goals_college.pdf | 888186 | 3144c3e032400bf0… |
| bird2019 | Bird, Castleman, Denning, Goodman, Lamberton, Rosinger (2019). Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns. NBER WP 26158. | https://www.nber.org/papers/w26158 | hybrid_human_ai/bird2021_nudging_at_scale.pdf | 503532 | aedfba2a099cadd5… |
| page2017 | Page, Gehlbach (2017). How an Artificially Intelligent Virtual Assistant Helps Students Navigate the Road to College. AERA Open 3(4). | https://doi.org/10.1177/2332858417749220 | hybrid_human_ai/page2017_chatbot_summer_melt.pdf | 94903 | d02b2abe78d9e970… |
| faria2017 | Faria et al. (2017). Getting students on track for graduation: Impacts of the Early Warning Intervention and Monitoring System after one year (REL 2017-272). | https://ies.ed.gov/sites/default/files/migrated/rel/regions/midwest/pdf/REL_2017272.pdf | hybrid_human_ai/faria2017_ewims.pdf | 895402 | c740e99623b1f177… |
| fang2025 | Fang et al. (2025). How AI and Human Behaviors Shape Psychosocial Effects of Extended Chatbot Use: A Longitudinal Randomized Controlled Study. arXiv:2503.17473. | https://arxiv.org/abs/2503.17473 | hybrid_human_ai/fang2025_chatbot_psychosocial.pdf | 3042099 | c26e783264416b90… |
Not obtained (leads, not references):
- Gehlbach et al. 2016, Creating birds of similar feathers (J Educ Psych, doi:10.1037/edu0000042): Harvard DASH links from OpenAlex returned empty files.
- Bergman 2021, Parent-Child Information Frictions (JPE, doi:10.1086/711410): CESifo WP 5391 link returned HTML, not PDF.
- Bergman and Chan 2021, Leveraging Parents through Low-Cost Technology (JHR): no OA copy found.
- Holstein et al. 2018 via sci-hub mirror was blocked by the permission classifier; obtained instead from the CMU author page (so not a gap).
- EEF project page blocked by Cloudflare (403); report obtained from ERIC instead.
- Demszky et al. automated feedback to instructors RCT: not attempted.
- The 82-study hybrid systematic review and the ‘35% GPA’ mentoring study cited in Pritam’s review: primary sources not identified.
- Avery et al. national vs school-counsellor texting campaign (cited in Bird et al.): not located.
- gehlbach2016: Gehlbach et al. (2016). Creating birds of similar feathers. Journal of Educational Psychology. (listed, not opened)
- bergman2021: Bergman (2021). Parent-Child Information Frictions and Human Capital Investment. JPE. (listed, not opened)
India context, safety, policy and evaluation
Section titled “India context, safety, policy and evaluation”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| chiplunkar2020 | Chiplunkar, Dhar and Nagesh (2020). Too little, too late: Improving post-primary learning outcomes in India. Working paper. | gs://avantifellows-research-sources/avanti-impact-paper/chiplunkar_dhar_nagesh_2020.pdf | india_context/dhar2020_toolittle.pdf | 463002 | 799b2ac06d809dd4… |
| muralidharan2017 | Muralidharan, Singh and Ganimian (2017). Disrupting education? NBER WP 22923 (AER 2019). | https://www.nber.org/papers/w22923 | india_context/muralidharan2019_mindspark.pdf | 1668164 | 5f3efac6f7a4266f… |
| muralidharan2025 | Muralidharan and Singh (2025). Adapting for scale. NBER WP 34205. | https://www.nber.org/system/files/working_papers/w34205/w34205.pdf | india_context/muralidharan2025_adapting.pdf | 6086338 | 6bf913ef4a11d3b5… |
| banerjee2017 | Banerjee et al. (2017). From proof of concept to scalable policies. NBER WP 22931 / JEP. | gs://avantifellows-research-sources/talent-identification/level_pace__tarl2017jep.pdf | india_context/banerjee2017_tarl_jep.pdf | 251714 | e61ffa65977c031c… |
| rodriguezsegura2021 | Rodriguez-Segura (2021). EdTech in developing countries: a review of the evidence. Author draft of WBRO 2022. | https://www.ictworks.org/wp-content/uploads/2023/03/Edutech-developing-countries.pdf | india_context/rodriguezsegura2021_edtech_draft.pdf | 303041 | 1722bbdea088fa78… |
| desimone2025 | De Simone et al. (2025). From chalkboards to chatbots. World Bank PRWP 11125. | https://documents1.worldbank.org/curated/en/099548105192529324/pdf/IDU-c09f40d8-9ff8-42dc-b315-591157499be7.pdf | india_context/desimone2025_nigeria.pdf | 28294549 | 62cd8dcc1b7cf3e3… |
| henkel2024 | Henkel et al. (2024). Effective and scalable math support: AI math tutor in Ghana. arXiv 2402.09809. | https://arxiv.org/pdf/2402.09809 | india_context/henkel2024_rori_ghana.pdf | 1331625 | 3b84457e3fd680d1… |
| verma2025 | Verma et al. (2025). MILU: A multi-task Indic language understanding benchmark. arXiv 2411.02538 v3. | https://arxiv.org/pdf/2411.02538 | india_context/milu2024_indic.pdf | 1020081 | a862d7eb687765fd… |
| fang2018 | Fang et al. (2018). The big-fish-little-pond effect on academic self-concept: A meta-analysis. Frontiers in Psychology 9:1569. | https://doi.org/10.3389/fpsyg.2018.01569 | india_context/fang2018_bflpe.pdf | 816427 | 682e675b55427e16… |
| azmat2016 | Azmat, Bagues, Cabrales and Iriberri (2016). What you don’t know… can’t hurt you? IZA DP 9853 (Management Science 2019). | https://docs.iza.org/dp9853.pdf | india_context/azmat2019_rankfeedback.pdf | 744801 | 6e113ecd1c56cc4b… |
| murphy2013 | Murphy and Weinhardt (2013). Top of the class: The importance of ordinal rank. CEP DP 1241 (REStud 2020). | https://cep.lse.ac.uk/pubs/download/dp1241.pdf | india_context/murphy2020_rank.pdf | 1066747 | 7aea6197c11ecda6… |
| evansyuan2020 | Evans and Yuan (2020). How big are effect sizes in international education studies? CGD WP 545. | https://www.cgdev.org/sites/default/files/how-big-are-effect-sizes-international-education-studies.pdf | india_context/evansyuan2022_effectsizes.pdf | 615463 | 462493686985cf39… |
| kraft2019 | Kraft (2019). Interpreting effect sizes of education interventions. EdWorkingPaper 19-10. | https://edworkingpapers.com/sites/default/files/Interpreting%20Effect%20Sizes%20-%20August%2019%20FINAL_0.pdf | india_context/kraft2019_effectsizes.pdf | 861239 | 05eeeb964facff83… |
| duflo2007 | Duflo, Glennerster and Kremer (2007). Using randomization in development economics research: A toolkit. NBER TWP 333. | https://www.nber.org/system/files/working_papers/t0333/t0333.pdf | india_context/duflo2007_toolkit.pdf | 1092099 | e55eba9e33c45156… |
| anthropic_consumer_terms | Anthropic Consumer Terms of Service, effective 8 Oct 2025. | https://www.anthropic.com/legal/consumer-terms | india_context/anthropic_consumer_terms.html | 541478 | 40f5e7932603b394… |
| anthropic_age_assurance | Anthropic, Age assurance on Claude (help centre, 18 May 2026). | https://support.claude.com/en/articles/15171100-age-assurance-on-claude | india_context/anthropic_age_assurance.html | 195193 | 71d8bcc040d55ca8… |
| anthropic_min_age | Anthropic, Minimum age requirement access restriction (help centre, 16 Mar 2026). | https://support.claude.com/en/articles/13117299-minimum-age-requirement-access-restriction | india_context/anthropic_min_age.html | 196103 | 938c72aa43ca0c2b… |
| anthropic_minors | Anthropic, Guidelines for organizations serving minors (16 Mar 2026). | https://support.claude.com/en/articles/9307344-responsible-use-of-anthropic-s-models-guidelines-for-organizations-serving-minors | india_context/anthropic_minors_helpcenter.html | 201403 | e2fa12053273240c… |
| anthropic_aup | Anthropic Usage Policy (page states effective 12 Nov 2026). | https://www.anthropic.com/legal/aup | india_context/anthropic_aup.html | 1023063 | e2d15cbb5d3fa9f8… |
| anthropic_k12 | Anthropic U.S. K-12 Terms of Service and DPA, effective 28 Aug 2026. | https://www.anthropic.com/legal/k12-terms | india_context/anthropic_k12_terms.html | 345166 | 32ead7624e5d6dbc… |
| anthropic_commercial | Anthropic Commercial Terms of Service, effective 17 Jun 2025. | https://www.anthropic.com/legal/commercial-terms | india_context/anthropic_commercial_terms.html | 243521 | 7215dbf7985f650a… |
| anthropic_education | Anthropic, Claude for Education and Claude for Teachers pages. | https://claude.com/solutions/education | india_context/anthropic_education.html | 602504 | b9d74019432f7a28… |
| dpdp_act | Digital Personal Data Protection Act, 2023 (No. 22 of 2023). | https://www.meity.gov.in/static/uploads/2024/06/2bf1f0e9f04e6fb4f8fef35e82c42aa5.pdf | india_context/dpdp_act_2023.pdf | 182082 | 4deb23981d3010c8… |
| dpdp_rules | DPDP Rules, 2025, G.S.R. 846(E), 13 Nov 2025. | https://www.meity.gov.in/static/uploads/2025/11/53450e6e5dc0bfa85ebd78686cadad39.pdf | india_context/dpdp_rules_2025_gsr846.pdf | 2492944 | eabc7d05e0131446… |
| dpdp_commencement | MeitY notification G.S.R. 843(E), 13 Nov 2025, commencement dates. | https://www.meity.gov.in/static/uploads/2025/11/c56ceae6c383460ca69577428d36828b.pdf | india_context/dpdp_commencement_gsr843.pdf | 1869005 | 6df25cd8c76ac8eb… |
| nta_calendar | NTA Examination Calendar, December 2026 cycle onwards (revised). | https://nta.ac.in/Download/Notice/ExamcalendarRevised.pdf | india_context/nta_exam_calendar.pdf | 25400 | 8f66c1f0e5920930… |
| avanti_retest_query | Avanti warehouse own query: test-retest correlation of z-scored major tests, JNV CoE G12 engineering, 2025-2026. | file:///Users/akshay/avanti-data/jnv_coe_g12_major_test_retest_r2_2025_26.csv | Avanti warehouse query (aggregate result, not archived: rerun from BigQuery) |
Not obtained (leads, not references):
- Rodriguez-Segura (2022) WBRO published version (DOI 10.1093/wbro/lkab011): the publisher PDF and the UVA working paper returned 403, the IIEP mirror failed on SSL, and the sci-hub fallback was denied by the permission classifier. I used the author’s June 2021 draft instead.
- Mindspark AER 2019 published version: not opened. I used the NBER WP 22923 numbers (0.36/0.22 SD); the framework’s 0.37/0.23 SD is unverified.
- Azmat and Iriberri (2010) and Tran and Zeckhauser (2012), both on positive rank-feedback effects: known only as cited in Azmat et al. 2016, not opened.
- Code-mixed (Hinglish/Marathi-English) math or physics reasoning benchmarks: CodeMixBench (arXiv 2505.05063) and MathMist seen in search results only.
- Reports of a MeitY proposal to shorten the DPDP compliance window to 12 months (SS Rana, Feb 2026; Takshashila, Jan 2026): not opened, and I found no notified amendment.
- Any Anthropic statement on whether under-18 users may hold Team or Enterprise seats: not found on any page opened. A direct question to Anthropic is needed.
- Brilliant.org and Art of Problem Solving terms on users under 18 and data collection: not checked.
- Kraft 2020 Educational Researcher published version: the EdWorkingPaper URL first tried returned 404. I used the August 2019 working paper.
Adaptive platforms and the pedagogy behind each tool
Section titled “Adaptive platforms and the pedagogy behind each tool”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| MSG2017 | Muralidharan, K., Singh, A., & Ganimian, A. J. (2017). Disrupting education? Experimental evidence on technology-aided instruction in India. NBER Working Paper 22923. | https://www.nber.org/papers/w22923 | adaptive_platforms/MSG2019_mindspark.pdf | 1668164 | 5f3efac6f7a4266f… |
| OKA2026 | Oreopoulos, P., Keyes-Krysakowski, O., & Agarwal, D. (2026). How in-school supervised ed-tech support produces massive learning gains: a Khan Academy field experiment in India. NBER Working Paper 34683. | https://www.nber.org/papers/w34683 | adaptive_platforms/NBER_w34683.pdf | 6676004 | 6d38a81cb6fd978f… |
| OL2026 | Oreopoulos, P., & Low, N. (2026). One click away: AI tutoring with Khanmigo in a two-year school experiment. NBER Working Paper 35620. | https://www.nber.org/papers/w35620 | adaptive_platforms/NBER_w35620.pdf | 991227 | 55a8689cc89190db… |
| OGJP2024 | Oreopoulos, P., Gibbs, C., Jensen, M., & Price, J. (2024). Teaching teachers to use computer assisted learning effectively. NBER Working Paper 32388. | https://www.nber.org/papers/w32388 | adaptive_platforms/NBER_w32388.pdf | 1083990 | da9c8f2b58cbf221… |
| GWH2022 | Grimaldi, P., Weatherholtz, K., & Hill, K. M. (2022). Estimating the causal effects of Khan Academy MAP Accelerator across demographic subgroups. EDM 2022, 839-846. | https://educationaldatamining.org/EDM2022/proceedings/2022.EDM-industry-track.112/2022.EDM-industry-track.112.pdf | adaptive_platforms/KHAN2022_edm_mapaccel.pdf | 1905611 | e094e62075471bf5… |
| YB2024 | Yamkovenko, B., & Bergstrom, A. (2024). Khan Academy efficacy results, November 2024. Khan Academy Blog. | https://blog.khanacademy.org/?p=18194 | adaptive_platforms/KHAN2024_efficacy_blog.html | 114019 | 0a5a30ecd4df71e9… |
| KHANBLOG | Khan Academy (n.d.). Multiple studies show Khan Academy drives learning gains. Khan Academy Blog. | https://blog.khanacademy.org/multiple-studies-show-khan-academy-drives-learning-gains-evidence-for-our-platforms-effectiveness/ | adaptive_platforms/KHAN_multiple_studies_blog.html | 100310 | 5b614f0408b16cec… |
| SRI2014 | Murphy, R., Gallagher, L., Krumm, A., Mislevy, J., & Hafter, A. (2014). Research on the use of Khan Academy in schools. SRI Education. | gs://avantifellows-research-sources/nvs-lakshya/sri_khan_2014.pdf | adaptive_platforms/SRI2014_khan.pdf | 3475436 | 8acd89159646d008… |
| RFMM2016 | Roschelle, J., Feng, M., Murphy, R. F., & Mason, C. A. (2016). Online mathematics homework increases student achievement. AERA Open, 2(4). | https://files.eric.ed.gov/fulltext/EJ1194398.pdf | adaptive_platforms/RFMM2016_assistments.pdf | 483956 | 04385d8c856c93e7… |
| SP2017 | Sales, A. C., & Pane, J. F. (2017/2018). The role of mastery learning in an intelligent tutoring system: principal stratification on a latent variable. arXiv:1707.09308. | https://arxiv.org/abs/1707.09308 | adaptive_platforms/SP2017_mastery_cta1_arxiv.pdf | 3660937 | 174dccc58a16de35… |
| ISP2018 | Israni, A., Sales, A. C., & Pane, J. F. (2018). Mastery learning in practice: log data from the Cognitive Tutor Algebra I effectiveness trial. arXiv:1802.08616. | https://arxiv.org/abs/1802.08616 | adaptive_platforms/SP2018_mastery_logdata_arxiv.pdf | 437226 | 5d7d740d4347ecf3… |
| V2011 | VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221. | https://doi.org/10.1080/00461520.2011.611369 | adaptive_platforms/V2011_tutoring.pdf | 602280 | 1b353bd1e6fdf2ed… |
| KF2012 | Kulik, J. A., & Fletcher, J. D. (2012). Effectiveness of intelligent tutoring systems. IDA Document D-4664. | https://www.ida.org/-/media/feature/publications/e/ef/effectiveness-of-intelligent-tutoring-systems/d-4664.ashx | adaptive_platforms/KF2016_its_meta.pdf | 617323 | 023577255d7a2b08… |
| MANL2014 | Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: a meta-analysis. Journal of Educational Psychology, 106. | https://www.cs.uky.edu/~sgware/reading/papers/ma2014intelligent.pdf | adaptive_platforms/MANL2014_its_meta.pdf | 230851 | e6d990913e57eeb7… |
| LEITE2025 | Leite, W. L., et al. (2025). Do intelligent tutoring systems benefit K-12 students? A meta-analysis… arXiv:2511.04997. | https://arxiv.org/abs/2511.04997 | adaptive_platforms/ITS2025_k12_meta_arxiv.pdf | 793908 | 73297c3352b894f0… |
| EQNO2017 | Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2017). Education technology: an evidence-based review. NBER Working Paper 23744. | https://www.nber.org/papers/w23744 | adaptive_platforms/EQNO2017_edtech_nber.pdf | 869272 | 1034c37ec458205b… |
| RS2021 | Rodriguez-Segura, D. (2021 draft; WBRO 2022). Educational technology in developing countries: a review of the evidence. | https://www.ictworks.org/wp-content/uploads/2023/03/Edutech-developing-countries.pdf | adaptive_platforms/RS2022_ictworks.pdf | 303041 | 1722bbdea088fa78… |
| ALPHAMAP2025 | Alpha School (2025). NWEA MAP Student Growth Summary Report, Spring 2024-2025 (self-generated). | https://go.alpha.school/hubfs/MAP%20Results%20-%2024%2025/2025%20NWEA%20MAP%20results.pdf | adaptive_platforms/ALPHA2025_map_results.pdf | 201712 | 2e8af2bccfe5201a… |
| ALPHASITES | Alpha School and 2 Hour Learning homepages and results page. | https://alpha.school/ ; https://2hourlearning.com/ ; https://2hourlearning.com/results/ | adaptive_platforms/ALPHA_site_home.html; adaptive_platforms/ALPHA_2hourlearning_home.html; adaptive_platforms/ALPHA_2hl_results.html | 921295 | 25578ec91dac7d6c…; 5b60249d2f53c54f…; 45608af1ddb47388… |
| ACX2025 | Anonymous ACX reader (2025). Your Review: Alpha School. Astral Codex Ten. | https://www.astralcodexten.com/p/your-review-alpha-school | adaptive_platforms/ACX2025_alpha_parent_review.html | 442454 | 9554c059bfe163b8… |
| SCHOALES2026 | Schoales, V. (2026). Alpha School’s Theranos problem. Fordham Institute Flypaper. | https://fordhaminstitute.org/national/commentary/alpha-schools-theranos-problem | adaptive_platforms/FORD2025_alpha_theranos.html | 87439 | 5aeb72d99de77ba1… |
| ALDEMAN2026 | Aldeman, C. (2026). What public schools and parents can learn from a $40,000-a-year private school. The 74. | https://www.the74million.org/article/what-public-schools-and-parents-can-learn-from-a-40000-a-year-private-school/ | adaptive_platforms/T74_alpha.html | 94869 | 755f7d9a2a71c692… |
| SQAI2019 | Cui, W., Xue, Z., & Thai, K.-P. (2019). Performance comparison of an AI-based adaptive learning system in China. arXiv:1901.10268. | https://arxiv.org/abs/1901.10268 | adaptive_platforms/SQAI2019_arxiv_company.pdf | 509623 | 8c1317e0964637e2… |
| SRISQ | SRI International publication page for Wang et al. (2020), Squirrel AI RCT. | https://sri.com/publication/education-learning-pubs/when-adaptive-learning-is-effective-learning-comparison-of-an-adaptive-learning-system-to-teacher-led-instruction | adaptive_platforms/SRI_squirrel_page.html | 139702 | e3f647b9c964e68f… |
| AOPS | Art of Problem Solving. Alcumus: a peek under the hood of our adaptive learning tool (blog). | https://artofproblemsolving.com/blog/articles/alcumus-a-peek-under-the-hood-of-our-adaptive-learning-tool | adaptive_platforms/AOPS_alcumus_underhood.html | 107149 | 34eb12474e93bf87… |
| WESTED2022 | Gibney, T. T., & Bojorquez, J. C. (2022). Evaluation of Beast Academy in Mankato Area Public Schools. WestEd for AoPS. | https://beastacademy.com/u/pdfs/marketing/WestEd%20Beast%20Academy%20Evaluation%20Technical%20Report%20Final.pdf | adaptive_platforms/WESTED2022_beastacademy.pdf | 629429 | 31c7ea4364bedce7… |
| BRIL2023 | de la Puente, M., & Perez, H. (2023). Assessing the impact of Brilliant.org… a quasi-experimental study (protocol). Mathematics Teaching Research Journal 15(2). | https://files.eric.ed.gov/fulltext/EJ1394390.pdf | adaptive_platforms/BRIL_eric_protocol.pdf | 382471 | 3070408036389c20… |
| BRILSITE | Brilliant.org homepage. | https://brilliant.org/ | adaptive_platforms/BRIL_site_home.html | 373365 | f8de56439dd2c2a1… |
Not obtained (leads, not references):
- Muralidharan, Singh & Ganimian 2019 AER (published Mindspark version, 0.37/0.23 SD): paywalled; used NBER w22923 (2017) from Avanti archive instead.
- Muralidharan & Singh 2025, Mindspark in UP government schools (0.22 SD over 18 months per Oreopoulos et al. 2026): not located.
- Pane, Griffin, McCaffrey & Karam 2014 EEPA 36(2): ERIC has no full text, RAND WR-984 blocked automated download (403/HTML); results taken from Sales & Pane arXiv restatement co-authored by Pane.
- Kulik & Fletcher 2016 RER 86(1): paywalled; DTIC returned HTML; used 2012 IDA report D-4664.
- Escueta, Nickow, Oreopoulos & Quan 2020 JEL 58(4): AEA PDF routes returned HTML; used 2017 NBER w23744.
- Wang et al. 2020 Interactive Learning Environments, SRI Squirrel AI RCT: paywalled; only SRI abstract page opened.
- Reich & Ruiperez-Valiente 2019 Science ‘The MOOC pivot’: MIT DSpace bitstream returned server error 500.
- Hirshleifer 2016, Bettinger et al. 2020, Ma et al. 2020, Linden 2008: cited only via Rodriguez-Segura 2021 draft, not opened.
- Eames et al. 2026 PNAS, Ferman et al. 2019, Buchel et al. 2019, Snipes et al. 2015 (Khan Academy studies listed on Khan blog): not opened.
- Any outcome evaluation of Alcumus or Brilliant.org: none found via ERIC API, web search or company sites.
- sci-hub fallback for paywalled DOIs was refused by the session permission classifier, so those DOIs remain leads.
- PANE2014: Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Effectiveness of Cognitive Tutor Algebra I at scale. EEPA 36(2), 127-144. (listed, not opened)
- KF2016: Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: a meta-analytic review. RER 86(1), 42-78. (listed, not opened)
- EQNO2020: Escueta, M., Nickow, A., Oreopoulos, P., & Quan, V. (2020). Upgrading education with technology. JEL 58(4). (listed, not opened)
- WANG2020: Wang, S., et al. (2020). When adaptive learning is effective learning. Interactive Learning Environments. (listed, not opened)
- RRV2019: Reich, J., & Ruiperez-Valiente, J. A. (2019). The MOOC pivot. Science 363(6423). (listed, not opened)
Techniques that work, checked for high-ability JEE students (learning science)
Section titled “Techniques that work, checked for high-ability JEE students (learning science)”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| dunlosky2013 | Dunlosky, Rawson, Marsh, Nathan and Willingham (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest 14(1), 4-58. | https://doi.org/10.1177/1529100612453266 | learning_science/dunlosky2013_pspi.pdf | 1618194 | f551a6008f7bd8f3… |
| roediger2006 | Roediger and Karpicke (2006). Test-enhanced learning. Psychological Science 17(3). | https://doi.org/10.1111/j.1467-9280.2006.01693.x | learning_science/roediger2006_testing.pdf | 119037 | 00ecdeb3510075cb… |
| rowland2014 | Rowland (2014). The effect of testing versus restudy on retention: a meta-analytic review. Psychological Bulletin 140(6), 1432-1463. | https://doi.org/10.1037/a0037559 | learning_science/rowland2014_meta.pdf | 22970149 | f9a6171b8cda48ad… |
| adesope2017 | Adesope, Trevisan and Sundararajan (2017). Rethinking the use of tests: a meta-analysis of practice testing. Review of Educational Research 87(3), 659-701. | https://doi.org/10.3102/0034654316689306 | learning_science/adesope2017_meta.pdf | 701305 | 8e02477c7b6a8707… |
| agarwal2012 | Agarwal, Bain and Chamberlain (2012). The value of applied research: retrieval practice improves classroom learning. Educational Psychology Review 24, 437-448. | https://doi.org/10.1007/s10648-012-9210-2 | learning_science/agarwal2012.pdf | 374748 | 7e702a619d60a783… |
| vangog2015 | van Gog and Sweller (2015). Not new, but nearly forgotten: the testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review 27, 247-264. | https://repub.eur.nl/pub/92178/REPUB_92178-OA.pdf | learning_science/vangog2015_testing_complexity.pdf | 359856 | bae53c64888c274b… |
| cepeda2008 | Cepeda, Vul, Rohrer, Wixted and Pashler (2008). Spacing effects in learning: a temporal ridgeline of optimal retention. Psychological Science 19(11), 1095-1102. | https://escholarship.org/uc/item/0kp5q19x | learning_science/cepeda2008_ridgeline.pdf | 234347 | 5e6829111626409d… |
| bego2024 | Bego, Lyle et al. (2024). Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses. International Journal of STEM Education 11. | https://doi.org/10.1186/s40594-024-00468-5 | learning_science/bego2024_spaced_retrieval_stem_excerpt.txt | 1894 | 6a527286c63a31db… |
| rohrer2015 | Rohrer, Dedrick and Stershic (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology (advance online 2014). ERIC ED557355. | https://files.eric.ed.gov/fulltext/ED557355.pdf | learning_science/rohrer2015_interleaved.pdf | 241205 | 74b771e0104c676c… |
| rohrer2020 | Rohrer, Dedrick, Hartwig and Cheung (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology 112(1), 40-52. ERIC ED595322. | https://files.eric.ed.gov/fulltext/ED595322.pdf | learning_science/rohrer2020_interleaved_rct.pdf | 354324 | ba6adb172f16ddbb… |
| vanderhaar2023 | van der Haar, Gray-Lobe, Kremer and de Laat (2023). The long-term distributional impacts of a full-year interleaving math program in Nigeria. EdWorkingPaper 23-876. | https://files.eric.ed.gov/fulltext/ED672238.pdf | learning_science/vanderhaar2023_nigeria_interleaving.pdf | 1201510 | 7aceb8b82aa5119e… |
| kalyuga2007 | Kalyuga (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review 19, 509-539. | https://www.uky.edu/~gmswan3/EDC608/Kalyuga2007_Article_ExpertiseReversalEffectAndItsI.pdf | learning_science/kalyuga2007_reversal_review.pdf | 385775 | acbd290d5478168a… |
| wisniewski2020 | Wisniewski, Zierer and Hattie (2020). The power of feedback revisited: a meta-analysis. Frontiers in Psychology 10, 3087. | https://doi.org/10.3389/fpsyg.2019.03087 | learning_science/wisniewski2020_feedback.pdf | 1933587 | 1fe0c0b1da12d7d7… |
| schroeder2022 | Schroeder and Kucera (2022). Refutation text facilitates learning: a meta-analysis of between-subjects experiments. Educational Psychology Review 34(2), 957-987. | https://doi.org/10.1007/s10648-021-09656-z | learning_science/schroeder2022_refutation_meta.xml | 180411 | 5a411a8cefc453ba… |
| sadler2016 | Sadler and Sonnert (2016). Understanding misconceptions: teaching and learning in middle school physical science. American Educator, Spring 2016. ERIC EJ1094278. | https://files.eric.ed.gov/fulltext/EJ1094278.pdf | learning_science/sadler2016_misconceptions_ameducator.pdf | 215722 | da9a9403d7adc901… |
| bloom1984 | Bloom (1984). The 2 sigma problem. Educational Researcher 13(6). | https://doi.org/10.3102/0013189X013006004 | learning_science/bloom1984_2sigma.pdf | 2569660 | 583630e3fd54ca89… |
| vonhippel2024 | von Hippel (2024). Two-sigma tutoring: separating science fiction from science fact. Education Next 24(2). | https://www.educationnext.org/two-sigma-tutoring-separating-science-fiction-from-science-fact/ | learning_science/vonhippel2024_twosigma.html | 197672 | db4d36a40965122c… |
| slavin1987 | Slavin (1987). Mastery learning reconsidered. Report No. 7, CREMS. ERIC ED294891. | https://files.eric.ed.gov/fulltext/ED294891.pdf | learning_science/slavin1987_mastery_reconsidered.pdf | 964275 | b05e4448dd1d7bed… |
| nickow2020 | Nickow, Oreopoulos and Quan (2020). The impressive effects of tutoring on preK-12 learning. NBER WP 27476. | https://www.nber.org/papers/w27476 | learning_science/nickow2020_tutoring.pdf | 820093 | 64dd755f2d6264b0… |
| kraft2020 | Kraft (2020). Interpreting effect sizes of education interventions. Educational Researcher (EdWorkingPaper 19-10). | https://doi.org/10.3102/0013189X20912798 | learning_science/kraft2020_effectsizes.pdf | 861239 | 05eeeb964facff83… |
| muralidharan2019 | Muralidharan, Singh and Ganimian (2019). Disrupting education? AER 109(4) (working-paper copy). | https://econweb.ucsd.edu/~kamurali/papers/Working%20Papers/Disrupting%20Education%20(Current%20WP).pdf | india_context/muralidharan2019_mindspark.pdf | 1668164 | 5f3efac6f7a4266f… |
| akyol2016 | Akyol, Key and Krishna (2016). Hit or miss? Test taking behavior in multiple choice exams. NBER WP 22401. | https://www.nber.org/papers/w22401 | learning_science/akyol2016_hitormiss.pdf | 624542 | 0058b7eb589d0636… |
| krishna2025 | Krishna, Akyol and Ozer (2025). Do time-constraints matter? How, why, and for whom? NBER WP 33679. | https://www.nber.org/papers/w33679 | learning_science/akyol_krishna2025_timeconstraints.pdf | 1519133 | 842ebacefd2fa690… |
| baldiga2014 | Baldiga (2014). Gender differences in willingness to guess. Management Science (working-paper copy). | https://doi.org/10.1287/mnsc.2013.1776 | learning_science/baldiga2014_guess.pdf | 302044 | b9e269c459a667e6… |
| pekkarinen2014 | Pekkarinen (2014). Gender differences in strategic behaviour under competitive pressure: omission patterns in university entrance examinations. IZA DP 8018. | https://docs.iza.org/dp8018.pdf | learning_science/pekkarinen2015_omission.pdf | 589350 | 13b8d35e12905553… |
| nta2027bulletin | National Testing Agency (2026). Information Bulletin, JEE (Main) 2027. | https://cdnbbsr.s3waas.gov.in/s3f8e59f4b2fe7c5705bf878bbd494ccdf/uploads/2026/10/202610241890224107.pdf | learning_science/nta_jeemain2027_bulletin.pdf | 6576588 | c2532df2a228836e… |
| nta2026paper | National Testing Agency (2026). JEE (Main) B.Tech question paper, 2 April 2026 Shift 1. | https://cdnbbsr.s3waas.gov.in/s3f8e59f4b2fe7c5705bf878bbd494ccdf/uploads/2026/04/202604092096865379.pdf | learning_science/nta_jeemain2026_apr02_s1_paper.pdf | 2463315 | ba8b5256533e0a29… |
Not obtained (leads, not references):
- Sinha and Kapur 2021, RER 91(5), productive failure meta-analysis (DOI 10.3102/00346543211019105): CC BY on SAGE but SAGE served a bot-verification page to curl and to the browser; ETH repository handle 20.500.11850/490417 returned errors. Only ERIC abstract seen.
- Kulik, Kulik and Bangert-Drowns 1990, RER mastery learning meta-analysis: closed per Unpaywall and Semantic Scholar; no ERIC full text.
- Kulik and Kulik 1988, feedback timing meta-analysis: closed; ERIC abstract only.
- Mullet et al. 2014 JARMAC (delayed feedback, engineering): closed per Unpaywall.
- Butler, Karpicke and Roediger 2007 (feedback type and timing on MC tests): no OA copy found.
- Muller, Bewes, Sharma and Reimann 2008 JCAL 24(2) and Muller 2008 PhD thesis: closed; University of Sydney repository and open-journals download blocked automated access. Crossref metadata confirmed correct citation. A sci-hub fallback was refused by the permission system and not used.
- Crouch and Mazur 2001 AJP: closed; ComPADRE copy requires login.
- Smith et al. 2009 Science (peer discussion): closed.
- Kalyuga, Ayres, Chandler and Sweller 2003 Educational Psychologist: UNSW record metadata only; Kalyuga 2007 review used instead.
- Riener and Wagner 2017 Economics of Education Review: closed; no working-paper copy found.
- Brunmair and Richter 2019 Psych Bulletin (interleaving meta): closed.
- Yang et al. 2021 Psych Bulletin (classroom quizzing meta): closed.
- Murray, Horner and Gobel 2025 Ed Psych Review (spacing and retrieval for maths meta): paywalled, abstract only.
- Danielson et al. 2025 Educational Psychologist (refutation meta): closed.
- sinha2021: Sinha and Kapur (2021). When problem solving followed by instruction works: evidence for productive failure. RER 91(5), 761-798. (listed, not opened)
- kulik1990: Kulik, Kulik and Bangert-Drowns (1990). Effectiveness of mastery learning programs: a meta-analysis. RER 60(2). (listed, not opened)
- muller2008: Muller, Bewes, Sharma and Reimann (2008). Saying the wrong thing. JCAL 24(2), 144-155. (listed, not opened)
- crouch2001: Crouch and Mazur (2001). Peer instruction: ten years of experience and results. AJP 69(9), 970-977. (listed, not opened)
- kulik1988: Kulik and Kulik (1988). Timing of feedback and verbal learning. RER 58(1). (listed, not opened)
- riener2017: Riener and Wagner (2017). Shying away from demanding tasks? Economics of Education Review 59, 43-62. (listed, not opened)
Step-based tutoring and problem decomposition
Section titled “Step-based tutoring and problem decomposition”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| VanLehn2011 | VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist 46(4), 197-221. | https://doi.org/10.1080/00461520.2011.611369 | step_tutoring/V2011_tutoring.pdf | 602280 | 1b353bd1e6fdf2ed… |
| VanLehn2005 | VanLehn, K., et al. (2005). The Andes physics tutoring system: Lessons learned. IJAIED 15(3), 147-204. | https://www.public.asu.edu/~kvanlehn/distrib/AndesLessonsLearnedForWeb.pdf | step_tutoring/vanlehn2005_andes.pdf | 408902 | 412bbb9b9bcccda4… |
| Ma2014 | Ma, W., Adesope, O. O., Nesbit, J. C., and Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. J Educ Psychol 106(4), 901-918. | https://doi.org/10.1037/a0037123 | step_tutoring/MANL2014_its_meta.pdf | 230851 | e6d990913e57eeb7… |
| SteenbergenHu2013 | Steenbergen-Hu, S., and Cooper, H. (2013). A meta-analysis of the effectiveness of ITS on K-12 students’ mathematical learning. J Educ Psychol 105(4), 970-987. | https://doi.org/10.1037/a0032447 | step_tutoring/steenbergenhu2013_its_k12math.pdf | 147055 | 0195a8600ab140a9… |
| KulikFletcher2012 | Kulik, J. A., and Fletcher, J. D. (2012). Effectiveness of intelligent tutoring systems. IDA Document D-4664. | https://www.ida.org/-/media/feature/publications/e/ef/effectiveness-of-intelligent-tutoring-systems/d-4664.ashx | step_tutoring/KF2016_its_meta.pdf | 617323 | 023577255d7a2b08… |
| Koedinger2012 | Koedinger, K. R., Corbett, A. T., and Perfetti, C. (2012). The Knowledge-Learning-Instruction framework. Cognitive Science 36(5), 757-798. | https://doi.org/10.1111/j.1551-6709.2012.01245.x | step_tutoring/koedinger2012_kli.pdf | 800334 | 7f478239b27c6480… |
| Koedinger2023 | Koedinger, K. R., Carvalho, P. F., Liu, R., and McLaughlin, E. A. (2023). An astonishing regularity in student learning rate. PNAS 120(13), e2221311120. | https://doi.org/10.1073/pnas.2221311120 | step_tutoring/koedinger2023_learning_rate.xml | 148718 | 2c623c204db11214… |
| Catrambone1998 | Catrambone, R. (1998). The subgoal learning model. J Exp Psychol: General 127(4), 355-376. | https://doi.org/10.1037/0096-3445.127.4.355 | step_tutoring/catrambone1998_subgoal.pdf | 2073162 | a244d3389091c2e3… |
| Margulieux2016ICLS | Margulieux, L. E., Morrison, B. B., Guzdial, M., and Catrambone, R. (2016). Training learners to self-explain. ICLS 2016 Proceedings Vol. 1. | https://hdl.handle.net/20.500.14694/10111 | step_tutoring/margulieux2016_selfexplain_training.pdf | 908223 | 5e8737bd81392d2d… |
| Renkl2000 | Renkl, A., Atkinson, R. K., and Maier, U. H. (2000). From example study to problem solving: Smooth transitions help learning. Freiburg Research Report 140. | https://www.psycharchives.org/handle/20.500.11780/196 | step_tutoring/renkl2000_smooth_transitions_report.pdf | 50976 | 4c12506d2e27508e… |
| Kalyuga2007 | Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educ Psychol Rev 19, 509-539. | https://doi.org/10.1007/s10648-007-9054-3 | step_tutoring/kalyuga2007_reversal_review.pdf | 385775 | acbd290d5478168a… |
| Chi1989 | Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., and Glaser, R. (1989). Self-explanations. Cognitive Science 13, 145-182. | https://doi.org/10.1207/s15516709cog1302_1 | step_tutoring/chi1989_selfexpl.pdf | 2749420 | 65506f4da574c4ff… |
| Bisra2018 | Bisra, K., Liu, Q., Nesbit, J. C., Salimi, F., and Winne, P. H. (2018). Inducing self-explanation: a meta-analysis. Educ Psychol Rev 30, 703-725. | https://doi.org/10.1007/s10648-018-9434-x | step_tutoring/bisra2018_selfexpl_meta.pdf | 545214 | 82efb34db4ce6db0… |
| Costa2022 | Costa, J. M., Miranda, G., and Melo, M. (2022). The 4C/ID model: A meta-analysis on use and effect. Learning Environments Research 25(2), 445-463. | https://doi.org/10.1007/s10984-021-09373-y | step_tutoring/costa2022_4cid_meta.pdf | 1237041 | c3f52fa8e01075e7… |
| DocktorMestre2014 | Docktor, J. L., and Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. PRST-PER 10, 020119. | https://doi.org/10.1103/PhysRevSTPER.10.020119 | step_tutoring/docktor2014_per_synthesis.pdf | 769551 | 5fb26057bd5e8484… |
| Singh2023 | Singh, C., Maries, A., Heller, K., and Heller, P. (2023). Instructional strategies that foster effective problem-solving. arXiv:2304.05585. | https://arxiv.org/abs/2304.05585 | step_tutoring/maries2023_ps_strategies_arxiv.pdf | 620278 | 1a2313c3f2df5789… |
| Pardos2024 | Pardos, Z. A., and Bhandari, S. (2024). ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills. PLOS ONE 19(5), e0304013. | https://doi.org/10.1371/journal.pone.0304013 | ai_authoring/pardos2024_chatgpt_hints.pdf | 1308462 | 1525207b57c6f4f3… |
Not obtained (leads, not references):
- Kulik and Fletcher 2016, RER 86(1). Paywalled; the 2012 IDA report was used instead.
- Steenbergen-Hu and Cooper 2014, J Educ Psychol 106(2), college ITS. No open copy found.
- Margulieux and Catrambone 2016, Learning and Instruction 42. The GSU repository returned a different paper.
- Margulieux, Morrison and Decker 2020, IJ STEM Education 7:19. Open access, but the publisher blocked automated download and the Wayback copy was truncated at 1 MB. Worth opening by hand.
- Atkinson, Renkl and Merrill 2003, J Educ Psychol 95(4). No open copy found.
- Renkl and Atkinson 2003, Educational Psychologist 38(1); Renkl et al. 2002, J Exp Educ. The 2000 Freiburg report was used instead.
- Sweller and Cooper 1985, Cognition and Instruction 2(1). No open copy found.
- Chi et al. 1994, Cognitive Science 18. Not obtained.
- Heller, Keith and Anderson 1992 and Heller and Hollabaugh 1992, AJP 60(7). No open copy found; used only through secondary summaries.
- Barbieri et al. 2023 worked-example meta-analysis, Educ Psychol Rev 35:11. Publisher PDF not retrieved.
- The sci-hub fallback was refused by this session’s permission system and was not retried.
How good is AI at writing lessons, questions, hints and worked solutions? (ai_authoring)
Section titled “How good is AI at writing lessons, questions, hints and worked solutions? (ai_authoring)”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| arora2023 | Arora, D., Singh, H. G., and Mausam (2023). Have LLMs advanced enough? A challenging problem solving benchmark for large language models. arXiv:2305.15074. | https://arxiv.org/abs/2305.15074 | ai_authoring/arora2023_jeebench.pdf | 5515192 | 8a3a1d92e3da326f… |
| mukherjee2025 | Mukherjee, A., and Ghosh, S. (2025). mmJEE-Eval: A bilingual multimodal benchmark for evaluating scientific reasoning in vision-language models. arXiv:2511.09339. | https://arxiv.org/abs/2511.09339 | ai_authoring/mukherjee2025_mmjee.pdf | 1868408 | 191f8914c93f6bcb… |
| kortemeyer2023 | Kortemeyer, G. (2023). Could an artificial-intelligence agent pass an introductory physics course? arXiv:2301.12127. | https://arxiv.org/abs/2301.12127 | ai_authoring/kortemeyer2023_physics_course.pdf | 3382093 | 2f67a83965b7d6f8… |
| kieser2023 | Kieser, F., Wulff, P., Kuhn, J., and Kuchemann, S. (2023). Educational data augmentation in physics education research using ChatGPT. Phys. Rev. PER 19, 020150. | https://doi.org/10.1103/PhysRevPhysEducRes.19.020150 | ai_authoring/kieser2023_prper_fci_synthetic.pdf | 467772 | 1dfc113fabbf884a… |
| pardos2024 | Pardos, Z. A., and Bhandari, S. (2024). ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills. PLOS ONE 19(5): e0304013. | https://doi.org/10.1371/journal.pone.0304013 | ai_authoring/pardos2024_chatgpt_hints.pdf | 1308462 | 1525207b57c6f4f3… |
| learnlm2025 | LearnLM Team, Google, and Eedi (2025). AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms. arXiv:2512.23633. | https://arxiv.org/abs/2512.23633 | ai_authoring/learnlm2025_eedi_rct.pdf | 4228199 | a0ee40ce7e3b52a7… |
| scarlatos2024 | Scarlatos, A., Smith, D., Woodhead, S., and Lan, A. (2024). Improving the validity of automatically generated feedback via reinforcement learning. AIED 2024. arXiv:2403.01304. | https://arxiv.org/abs/2403.01304 | ai_authoring/scarlatos2024_feedback_rl.pdf | 217551 | f573ad113173f81d… |
| feng2024 | Feng, W., Lee, J., McNichols, H., Scarlatos, A., Smith, D., Woodhead, S., Otero Ornelas, N., and Lan, A. (2024). Exploring automated distractor generation for math multiple-choice questions via large language models. arXiv:2404.02124. | https://arxiv.org/abs/2404.02124 | ai_authoring/feng2024_distractors.pdf | 593867 | 5ba4e2390d45a468… |
| fernandez2024 | Fernandez, N., Scarlatos, A., Feng, W., Woodhead, S., and Lan, A. (2024). DiVERT: Distractor generation with variational errors represented as text for math multiple-choice questions. arXiv:2406.19356. | https://arxiv.org/abs/2406.19356 | ai_authoring/fernandez2024_divert.pdf | 686704 | 813d2bd4ee12458f… |
| bitew2023 | Bitew, S. K., Deleu, J., Develder, C., and Demeester, T. (2023). Distractor generation for multiple-choice questions with predictive prompting and large language models. arXiv:2307.16338. | https://arxiv.org/abs/2307.16338 | ai_authoring/bitew2023_distractors.pdf | 373053 | 21002f8e89f9adb6… |
| doughty2024 | Doughty, J., Wan, Z., Bompelli, A., et al. (2024). A comparative study of AI-generated (GPT-4) and human-crafted MCQs in programming education. ACE 2024. | https://doi.org/10.1145/3636243.3636256 | ai_authoring/doughty2024_mcq_gpt4.pdf | 909946 | d162c7e8a2f17f6d… |
| kuchemann2024 | Kuchemann, S., Rau, M., Schmidt, A., and Kuhn, J. (2024). ChatGPT’s quality: Reliability and validity of concept inventory items. Frontiers in Psychology 15: 1426209. | https://doi.org/10.3389/fpsyg.2024.1426209 | ai_authoring/kuchemann2024_frontiers_ci_items.pdf | 1172423 | 82aafe2ca15d4aba… |
| muszynski2025 | Muszynski, M., Plisiecki, H., Pokropek, A., and Zoltak, T. (2025). Using large language models for automatic item generation: Development and validation for TIMSS Grade 4. IEA R&D final report. | https://www.iea.nl/sites/default/files/2025-10/Muszy%C5%84ski%20AIG%20LLM%20Report.pdf | ai_authoring/muszynski2025_iea_aig.pdf | 3285491 | 3e8f492442b07204… |
| geisler2026 | Geisler, T., and Kortemeyer, G. (2026). When AI evaluates its own work: Validating learner-initiated, AI-generated physics practice problems. Phys. Rev. PER 22, 010134. | https://doi.org/10.1103/9hh9-vt4d | ai_authoring/prper2026_9hh9.pdf | 2897583 | 895a5bb47f0a9877… |
| yaneva2024 | Yaneva, V., North, K., Baldwin, P., Ha, L. A., Rezayi, S., Zhou, Y., Ray Choudhury, S., Harik, P., and Clauser, B. (2024). Findings from the first shared task on automated prediction of difficulty and response time for multiple-choice questions. BEA 2024. | https://aclanthology.org/2024.bea-1.39.pdf | ai_authoring/yaneva2024_bea_difficulty.pdf | 155898 | bac20ab885a29649… |
| li2025 | Li, M., Chen, H., Xiao, Y., Chen, J., Jiao, H., and Zhou, T. (2025). Can LLMs estimate student struggles? Human-AI difficulty alignment with proficiency simulation for item difficulty prediction. arXiv:2512.18880. | https://arxiv.org/abs/2512.18880 | ai_authoring/misalign2025_difficulty.pdf | 8370418 | 5a18a5360ec8c11d… |
| acquaye2026 | Acquaye, C., Huang, Y. T., Carpuat, M., and Rudinger, R. (2026). Take out your calculators: Estimating the real difficulty of question items with LLM student simulations. arXiv:2601.09953. | https://arxiv.org/abs/2601.09953 | ai_authoring/takeout2026_difficulty_sim.pdf | 3119462 | 8582e2cabd738fab… |
| crossley2026 | Crossley, S. A., Rittle-Johnson, B., Adler, R., Burleigh, L., Durkin, K., King, J., and Benner, M. (2026). Automated approaches for scoring math misunderstandings in student self-explanations. AIME-Con 2026, pp. 297-302. | https://aclanthology.org/2026.aimecon-main.33.pdf | ai_authoring/aimecon2026_33.pdf | 296668 | caf1fb340c4e517c… |
| gupta2025 | Gupta, V., Pal Chowdhury, S., Zouhar, V., Rooein, D., and Sachan, M. (2025). Are large language models for education reliable for all languages? arXiv:2504.17720. | https://arxiv.org/abs/2504.17720 | ai_authoring/eth2025_multilingual_edu_tasks.pdf | 714169 | 86fafaec434759fd… |
| roy2024 | Roy, P., Poet, H., Staunton, R., Aston, K., and Thomas, D. (2024). ChatGPT in lesson preparation: A Teacher Choices trial. EEF / NFER. | https://files.eric.ed.gov/fulltext/ED680921.pdf | ai_authoring/roy2024_eef_chatgpt_lesson_prep.pdf | 1986148 | adc5d7759f7f7702… |
| roy2026 | Roy, P., Poet, H., Staunton, R., Aston, K., Thomas, D., and Styles, B. (2026). Lesson planning using AI lesson assistant, Aila: A Teacher Choices trial. EEF / NFER, October 2026. | https://d2tic4wvo1iusb.cloudfront.net/production/documents/projects/aila-lesson-planning_teacher-choices_evaluation-report.pdf | ai_authoring/eef2026_aila_trial.pdf | 3895453 | 726e0ea02324b8b0… |
| clark2024 | Clark, H.-B., Dowland, M., Benton, L., Budai, R., Keskin, I. K., Searle, E., Gregory, M., Hodierne, M., Gayne, W., and Roberts, J. (2024). Auto-evaluation: A critical measure in driving improvements in quality and safety of AI-generated lesson resources. MIT Open Learning AI + Open Education (arXiv:2502.10410). | https://aiopeneducation.pubpub.org/pub/i36sncz8 | ai_authoring/clark2025_oak_autoeval.pdf | 580653 | 5e3020ffd468face… |
| eedi2025blog | Eedi (2025). From wrong answers to real insights: How we used a Kaggle challenge to map student misconceptions. Blog. | https://www.eedi.com/news/from-wrong-answers-to-real-insights-how-we-used-a-kaggle-challenge-to-map-student-misconceptions | ai_authoring/eedi2025_kaggle_blog.html | 30533 | 4065a4f9941f6b62… |
Not obtained (leads, not references):
- ByteDance Seed technical report on LLMs taking JEE Advanced 2025: only press and blog coverage found, so the primary report could not be checked.
- Kaggle Eedi ‘Mining Misconceptions in Mathematics’ leaderboard and winning write-ups: Kaggle pages were not retrieved, and Eedi’s blog gives no score.
- ImpactEd 2024-25 evaluation of Oak National Academy: seen only in search results.
- arXiv:2602.00034, Synthetic student responses for IRT difficulty estimation: authors not checked, and the figure was seen only in a search summary.
- arXiv:2602.16467, IndicEval (UPSC/JEE/NEET questions in English and Hindi): not downloaded. This is the best open lead for Hindi.
- Maity et al. 2024 (arXiv:2405.11579) and IndicGenBench (arXiv:2404.16816): skimmed but not cited and not archived, because they use old models or test general generation tasks.
- The EEF project page blocked direct access (HTTP 403). The Aila report PDF link was found through the Wayback copy and then downloaded directly.
Designing a lesson around a hard problem: physics education research
Section titled “Designing a lesson around a hard problem: physics education research”| Key | Citation | Source URL | Archived file | Bytes | SHA-256 |
|---|---|---|---|---|---|
| hake1998 | Hake, R. R. 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66(1), 64-74. doi:10.1119/1.18809 | https://web.mit.edu/jrankin/www/Active_Learning/hake_active_phys.pdf | lesson_design/hake1998_ie.pdf | 223774 | 86ae238ffe122c38… |
| crouch2001 | Crouch, C. H., and Mazur, E. 2001. Peer Instruction: Ten years of experience and results. American Journal of Physics 69(9), 970-977. doi:10.1119/1.1374249 | https://ctne.fct.unl.pt/pluginfile.php/256/mod_data/content/4180/peer_instruction.pdf | lesson_design/crouch2001_pi.pdf | 289692 | d83b6d7b95058353… |
| deslauriers2011 | Deslauriers, L., Schelew, E., and Wieman, C. 2011. Improved learning in a large-enrollment physics class. Science 332(6031), 862-864. doi:10.1126/science.1201783 | https://cetl.uni.edu/sites/default/files/improved_learning_in_a_large_enrollment_physics_class.pdf | lesson_design/deslauriers2011_science.pdf | 581250 | 2fdca5a89b872fe1… |
| deslauriers2019 | Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., and Kestin, G. 2019. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS 116(39), 19251-19257. doi:10.1073/pnas.1821936116 | https://www.ebi.ac.uk/europepmc/webservices/rest/PMC6765278/fullTextXML | lesson_design/deslauriers2019_pnas.xml | 88550 | 7b3d55bb9ee09194… |
| freeman2014 | Freeman, S., et al. 2014. Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23), 8410-8415. doi:10.1073/pnas.1319030111 | https://cdn.serc.carleton.edu/files/nagt/profdev/twp/sanbernardino/freeman_et_al._2014.pdf | lesson_design/freeman2014_pnas.pdf | 3600062 | 5e37e17c751c831a… |
| mcdermott2001 | McDermott, L. C. 2001. Oersted Medal Lecture 2001: Physics education research, the key to student learning. American Journal of Physics 69(11), 1127-1137. doi:10.1119/1.1389280 (read in UW PEG selected-readings packet, which also reprints Wosilait et al. 1998) | https://aapt.org/Conferences/newfaculty/upload/PEG-papers-16-6-for-e-distribution.pdf | lesson_design/mcdermott2001_oersted_packet.pdf | 4509496 | 08df5bca53a3b5a9… |
| etkina2007 | Etkina, E., and Van Heuvelen, A. 2007. Investigative Science Learning Environment: A science process approach to learning physics. PER Reviews vol. 1. | https://www.per-central.org/per_reviews/media/volume1/ISLE-2007.pdf | lesson_design/etkina2007_isle.pdf | 1242299 | 671df696a8e9f6d2… |
| schwartz1998 | Schwartz, D. L., and Bransford, J. D. 1998. A time for telling. Cognition and Instruction 16(4), 475-522. doi:10.1207/s1532690xci1604_4 | https://www.wright.edu/sites/www.wright.edu/files/uploads/2017/Feb/event/Schwartz_Bransford_1998_TimeForTelling.pdf | lesson_design/schwartz1998_telling.pdf | 3203305 | 2097bb4097bbdb22… |
| schwartz2011 | Schwartz, D. L., Chase, C. C., Oppezzo, M. A., and Chin, D. B. 2011. Practicing versus inventing with contrasting cases. Journal of Educational Psychology 103(4), 759-775. doi:10.1037/a0025140 | https://aaalab.stanford.edu/assets/papers/2011/Practicing_versus_inventing.pdf | lesson_design/schwartz2011_contrasting.pdf | 1735943 | c3b46b73955e7c11… |
| kapurroll2023 | Kapur, M., and Roll, I. 2023. Productive failure. In In Their Own Words, APA Division 2. | https://www.unh.edu/teaching-learning-resource-hub/sites/default/files/media/2023-06/itow-productive-failure-kapor.pdf | lesson_design/kapurroll2023_pf_chapter.pdf | 416251 | 6e397e69a5ec2702… |
| kirschner2006 | Kirschner, P. A., Sweller, J., and Clark, R. E. 2006. Why minimal guidance during instruction does not work. Educational Psychologist 41(2), 75-86. doi:10.1207/s15326985ep4102_1 | https://www.davidlewisphd.com/courses/EDD8121/readings/2006-Kirschner_et_al.pdf | lesson_design/kirschner2006_minimal.pdf | 175718 | be00580b2eaeb677… |
| alfieri2011 | Alfieri, L., Brooks, P. J., Aldrich, N. J., and Tenenbaum, H. R. 2011. Does discovery-based instruction enhance learning? Journal of Educational Psychology 103(1), 1-18. doi:10.1037/a0021017 | https://www.fisme.science.uu.nl/publicaties/literatuur/2011_alfieri_discovery_learning.pdf | lesson_design/alfieri2011_discovery.pdf | 155044 | 163a29d3de4de6d4… |
| chen2016 | Chen, O., Kalyuga, S., and Sweller, J. 2016. When instructional guidance is needed. Educational and Developmental Psychologist 33(2), 149-162. doi:10.1017/edp.2016.16 (accepted manuscript) | https://ndownloader.figshare.com/files/22174674 | lesson_design/chen2016_guidance.pdf | 280667 | c6703e396b68b06c… |
| rittlejohnson2001 | Rittle-Johnson, B., Siegler, R. S., and Alibali, M. W. 2001. Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology 93(2), 346-362. doi:10.1037/0022-0663.93.2.346 | https://alibali.psych.wisc.edu/wp-content/uploads/sites/371/2018/02/Rittle-JohnsonSieglerAlibali2001.pdf | lesson_design/rittlejohnson2001_iterative.pdf | 2784387 | b727f887da126815… |
| hestenes1992 | Hestenes, D., Wells, M., and Swackhamer, G. 1992. Force Concept Inventory. The Physics Teacher 30(3), 141-158. doi:10.1119/1.2343497 | https://gwern.net/doc/science/physics/1992-hestenes.pdf | lesson_design/hestenes1992_fci.pdf | 4463737 | a53aac988ae1e7ee… |
Not obtained (leads, not references):
- Sinha and Kapur 2021 (RER, CC BY): the SAGE PDF hit a bot-check page and the ETH Research Collection bitstream returned ‘Rate Limited’ on four tries. Its figures appear only via the author’s own chapter, Kapur and Roll 2023, and are labelled that way. Retry the ETH link later and archive it, since it is the main productive-failure meta-analysis.
- Loibl, Roll and Rummel 2017; Rittle-Johnson, Schneider and Star 2015; Ashman, Kalyuga and Sweller 2020; Kapur 2014; Hmelo-Silver et al. 2007; Smith et al. 2009; Etkina et al. 2010; Shaffer and McDermott 1992: closed access, with no open copy found through Unpaywall, OpenAlex or Semantic Scholar.
- Per the session’s permission policy, I did not use the sci-hub fallback or retry the SAGE page with custom headers. Both attempts were blocked as walled-content or bot-check circumvention.
Archive check
Section titled “Archive check”170 opened sources across 8 strands. All have an archived copy except avanti_retest_query, which is Avanti’s own BigQuery aggregate, rerunnable from the warehouse. policy_safety/ holds the Supreme Court judgment the synthesis added.