TY  - JOUR
AB  - Despite the rapid adoption of AI-powered learning tools in K–12 classrooms, there is limited evidence about their effectiveness in improving student learning. This preregistered study evaluates the effect of Goblins—a teacher-mediated multimodal AI math platform that allows students to type, draw, and speak while receiving personalized feedback— on middle school math achievement. The study took place in a large Arizona school district where Goblins was offered to all middle grade math teachers in the 2025–26 school year. Using a weighted propensity design, we find that Goblins usage is associated with a 0.11 standard deviation increase in MAP math scores within the district where students in the highest usage group demonstrate a growth of 0.31 standard deviations. These results contribute to emerging evidence that sustained engagement with AI-enabled tools can improve math achievement when implemented at meaningful levels of use.
AU  - Alam, Anika
AU  - Dominguez-Mel, Nicolas 
AU  - Liu, Jing
PY  - 2026
ST  - Teacher-Mediated Multimodal Platform and Math Achievement: Evidence from Goblin’s Yearlong District Implementation
TI  - Teacher-Mediated Multimodal Platform and Math Achievement: Evidence from Goblin’s Yearlong District Implementation
UR  - http://www.edworkingpapers.com/ai26-1611
ER  -