UROP Project

Learning With Artificial Intelligence: Challenges and Opportunities

AI in education, educational technology, AI tutoring, learning outcomes, human-AI interaction, K-12 learning

Research Mentor: Wajeeha Hazoor Bajwa,
Department, College, Affiliation: Office of Research, Education, Health, and Human Sciences
Contact Email: wb24a@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:

Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: Education, Psychology, Computer Science, Statistics, Communication, or related fields; open to all majors with a genuine interest in AI and learning.
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 8, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

Artificial intelligence is entering classrooms in the Global South through two very different doors. In some programs, students in Pakistan interact with AI directly: working through lessons, practice, and feedback on tablets or other devices. In others, the AI never reaches the student at all: instead, teachers are trained, coached, or supported by AI tools, and students experience its influence only through their instructors. This project examines both how these AI-based learning programs came to be implemented in Pakistan and whether students in them actually learn well.

The first strand of the project is an implementation study. We will trace how these programs emerged and took root: which actors drove them (government ministries, NGOs, international donors, ed-tech companies), what policy decisions and funding arrangements shaped them, how schools and communities were selected, and what barriers (infrastructure, teacher capacity, language, cost, and cultural fit) shaped how the programs look on the ground. Understanding this implementation pathway matters because a promising technology can succeed or fail depending on how it is introduced.

The second strand evaluates learning. Using interviews with program staff and educators, we will examine whether students in these programs show meaningful learning gains.

Together, these strands will help answer a question of growing importance for education policy internationally: not just whether AI can improve learning, but under what conditions of implementation it actually does.

Research Tasks: - Conducting a literature review on AI tutoring systems, AI-assisted teacher training, and technology-mediated learning
- Cleaning, coding, and analyzing qualitative data
- Summarizing findings and contributing to a research poster for the Undergraduate Research Symposium

Skills that research assistant(s) may need: Required: Reliability, attention to detail, strong written communication, and willingness to learn new tools
Required: Comfort using everyday technology (Microsoft Office)
Recommended: Coursework or interest in education, psychology, learning sciences, or AI
Recommended: Familiarity with data analysis (training provided)