Larger groups of students use AI more effectively in learning
Peer-Reviewed Publication
Updates every hour. Last Updated: 8-Nov-2025 10:12 ET (8-Nov-2025 15:12 GMT/UTC)
Researchers at the Institute of Education and the Faculty of Economic Sciences at HSE University have studied what factors determine the success of student group projects when they are completed with the help of artificial intelligence (AI). Their findings suggest that, in addition to the knowledge level of the team members, the size of the group also plays a significant role—the larger it is, the more efficient the process becomes. The study was published in Innovations in Education and Teaching International.
Virginia Tech researchers received a grant worth more than $500,000 from the National Science Foundation to expand robot theater, an after-school program that helps children explore robotics through performance-based learning. Funding will help researchers refine the program, add artificial intelligence ethics components, and share the curriculum more broadly.
Study reveals workplace decision-making crisis: Professionals overconfident but undertrained
Summary: New research from the Global Association of Applied Behavioural Scientists reveals a critical gap between confidence and competence in workplace decision-making. While 91% of professionals believe they have above-average decision skills, 45% lack structured decision habits and 85% never received formal training. The study of 105 professionals across sectors identified 24 specific decision-making challenges and found widespread organizational barriers. Co-led by behavioral decision scientists from University of East Anglia, London School of Economics, and Warwick Business School, this first-of-its-kind workplace decision research shows strong demand for evidence-based training, with 84.8% wanting decision-making development from employers.
Key Finding: The "decision paradox" - high confidence paired with poor processes and poor preparation - suggests organizations are expecting sound decisions without providing the tools or training to make them.
Implications: Results challenge the assumption that experience alone builds decision expertise and highlight urgent need for systematic decision science education in professional development.
Institution: Global Association of Applied Behavioural Scientists (GAABS), Zurich, Switzerland