Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
- math6
- reading6
- writing6
- early childhood5
- assessment3
- debunked3
- health3
- homeschool3
- practice3
- character2
- grouping2
- instruction style2
- motor skills2
- arts1
- class size1
- computer science1
- curriculum1
- deliberate practice1
- edtech1
- feedback1
- foreign language1
- homework1
- mastery1
- physical development1
- school structure1
- sport1
- talent1
- teachers1
- time1
- transfer1
- tutoring1
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
cost
outcome class
Sort by what the software replaces: adaptive drill inside the school day buys +0.05-0.20 SD; a device, a connection or the teacher buys zero to negative; LLM tutors have no usable evidence at all.
mixedconf: mediumgc: low53/5339/48connected:Placement and mastery diagnosisMastery learning (teach → test → rTutoringClass-size reduction
Does educational technology raise learning — CAI, adaptive software, devices, screens, and AI tutors? · edtech · ages 5–18 · structure
Not yet assessed for this question · 6
- Interleaving (mixing problem types vs blocking)
- Does matching instruction to a child's "learning style" improve learning?
- Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads
- Should Gardner's multiple intelligences be used as a basis for instruction?
- Retrieval practice (the testing effect)
- Spaced (distributed) practice
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.