Measuring the impact of learning with AI in Sierra Leone and beyond

Google DeepMind Blog — results from a randomized controlled trial show the potential of Gemini’s Guided Learning feature to boost engagement and accelerate learning.

We look to be innovative and improve service delivery, but we must also rigorously study the results of our innovations…I am therefore delighted that we now have strong evidence that carefully designed AI can help improve learning outcomes in support of our many hard-working teachers. The results from this pre-registered trial suggest that AI can be a powerful pedagogical partner — not by replacing teachers, but by augmenting their reach. This study is part of our ongoing effort to build a global evidence base for the impact of AI on teaching and learning. A common concern is that generative AI could become a shortcut for students, potentially bypassing the challenging yet essential cognitive effort required for deeper learning. Guided Learning is designed to address this concern: it’s built from years of research and work in our LearnLM efforts to be pedagogically-grounded and specifically tuned to prioritize building understanding over providing direct answers. The data from Sierra Leone suggests this approach is working. An analysis of over 113,000 interactions exchanged during our trial revealed that students used the tool to build conceptual understanding in 91.4% of conversations, rather than simply seeking solutions. Gemini responded by posing scaffolding questions in 76% of its messages, providing direct solutions in only 2% of cases. This “Socratic” interaction ensures that the cognitive heavy lifting remains with the student. The success of this trial was built on a partnership between AI and educators, where teachers remained firmly at the center of the experience. Educators designed the lessons, set the objectives, and facilitated classroom discussions that drove learning. In focus groups, teachers reported that Gemini also supported their own professional growth. By using the tool for lesson preparation, they discovered new ways to explain familiar topics like fractions. Many described a shift from “lecturers” to “facilitators,” moving through the classroom to support pairs of students as they navigated their own learning journeys.