Research – Center for Teaching and Learning /ctl Wed, 25 Mar 2026 20:27:03 +0000 en-US hourly 1 /ctl/wp-content/uploads/sites/88/2024/01/cropped-android-chrome-512x512-1-32x32.png Research – Center for Teaching and Learning /ctl 32 32 Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies /ctl/does-chatgpt-enhance-student-learning-a-systematic-review-and-meta-analysis-of-experimental-studies/ Wed, 18 Feb 2026 17:46:23 +0000 /ctl/?p=5058 This is a systematic review and meta-analysis of experimental research on ChatGPT’s impact on student learning (69 studies from 2022–2024). The goal was to move beyond simple correlations and look at causal effects of ChatGPT use in education settings.

]]> This is a systematic review and meta-analysis of experimental research on ChatGPT’s impact on student learning (69 studies from 2022–2024). The goal was to move beyond simple correlations and look at causal effects of ChatGPT use in education settings.

The review found positive associations between ChatGPT use and several student outcomes:

  • Improved academic performance compared with control conditions.
  • Boosts in affective-motivational states, meaning students felt more motivated or positive about learning tasks.
  • Increases in higher-order thinking propensities, suggesting students may engage more with critical thinking when ChatGPT is used thoughtfully.
  • Reduced mental effort reported by learners in some contexts.

Interestingly, the review did not find that ChatGPT use changed students’ self-efficacy (their confidence in their own learning ability). This suggests that while tools can help performance, they don’t automatically make students feel more capable. The article doesn’t just stop at findings — it critiques the quality of current research and offers propositions for future work.

The review suggests that ChatGPT used as part of regular classroom practice — not just as an add-on — shows the strongest effects. This article provides evidence that ChatGPT should be integrated in ways that promote higher-order thinking, e.g., through scaffolding questions, collaborative prompts, or guided inquiry.

Read the full article here:

Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. 

]]> What was that? The impact of distracting noises on learning /ctl/what-was-that-the-impact-of-distracting-noises-on-learning/ Thu, 06 Nov 2025 17:20:46 +0000 /ctl/?p=4055  

]]> This study by Marko et al. (2026) explores how auditory distractions—especially those with semantic meaning—interfere with the retrieval of information from semantic memory. Across four experiments, the researchers compared how people recall related (automatic) versus unrelated (controlled) words while exposed to different types of background sounds, including meaningless noise, reversed speech, and meaningful words. The findings show that meaningful auditory distractors significantly disrupt memory retrieval, particularly in tasks requiring inhibitory control (e.g., when participants must avoid giving the most obvious word associations). The results support an interference-by-process mechanism rather than simple attention capture—meaning that interference arises because distractors activate overlapping concepts in the brain’s semantic network, not just because they grab attention. The authors propose an “activation-suppression” framework, in which effective retrieval depends on both automatic spreading activation and active inhibition to suppress irrelevant meanings.

Key takeaways for faculty:

  • Cognitive load and distraction: Meaningful background noise—like conversations or spoken words—can subtly but significantly impair students’ ability to retrieve and articulate information that requires active thinking or controlled recall.
  • Task type matters: Simple, automatic recall tasks are less affected by distractions than those that demand deliberate control or creative responses. Faculty designing assessments or discussions should consider the type of cognitive retrieval they are fostering.
  • Learning environment design: Minimizing semantic distractions (e.g., background speech in open classrooms or during online sessions) can improve focus, especially during higher-order reasoning tasks.
  • Support for inhibitory control: Instruction that helps students practice cognitive inhibition—such as mindfulness, focused-attention exercises, or structured reflection—may enhance their ability to resist interference and retrieve knowledge effectively.

Overall, the paper highlights how seemingly minor background language can interfere with complex thought, underscoring the importance of controlled, low-distraction environments for deep learning and assessment

Read the full article online:

Marko, M., Kubinec, A., Zelenayová, V., & Riečanský, I. (2026). The impact of distractor processing on semantic memory retrieval: The role of interference-by-process and inhibition. Cognition, 266, 106314. 

]]> Engaged learning during distraction: a case study of successful working moms in distance education /ctl/engaged-learning-during-distraction-a-case-study-of-successful-working-moms-in-distance-education/ Wed, 22 Oct 2025 19:29:09 +0000 /ctl/?p=3553 … Read More]]> This is a piece of my own research I conducted with Teri St. Pierre and others that is very relevant to designing YourPace courses. To understand the experience of academically high achieving working mothers in distance education, we interviewed and observed six students as they participated in their distance education courses during the pandemic. A discourse analysis approach was utilized to analyze the data. This extreme sample revealed several strategies that these students used to be successful despite their challenges.

The findings suggest that understanding the experiences of distance learners as they study in the home are important for effective course design. More specifically, working mothers face significant distractions in their study environments, but the cognitive load can be reduced by making use of their prior knowledge, scaffolding instruction, and encouraging social presence. Additional strategies from the literature that address these constructs are provided for instructors and instructional designers.

Read the full study here:

Fensie, A., St. Pierre, T., Jain, J., & Sezen-Barrie, A. (2023). Engaged learning during distraction: A case study of successful working moms in distance education. Journal of Computing in Higher Education, 36, 1–46. 

]]> CHLOE 10 | Meeting the Moment: Navigating Growth, Competition, and AI in Oline Higher Education /ctl/chloe-10-meeting-the-moment-navigating-growth-competition-and-ai-in-oline-higher-education/ Wed, 10 Sep 2025 19:36:17 +0000 /ctl/?p=3606 Every year, Quality Matters and EDUCAUSE collaborate on a survey and research report called The Changing Landscape of Online Education (CHLOE). Some key findings in the latest report released in August 2025:

]]> Every year, Quality Matters and EDUCAUSE collaborate on a survey and research report called The Changing Landscape of Online Education (CHLOE). Some key findings in the latest report released in August 2025:

  1. Online demand is growing, but so is competition. Institutions with high-quality design, flexible delivery, and differentiated offerings, like YourPace, are the ones who are thriving.
  2. Only 28% of institutions rate their faculty as fully prepared for online course design. How would you rate 91ɫ faculty?
  3. AI is being used by many institutions to support course development, workload efficiency, and accessibility, but there are still many concerns.

The report concludes that “online success will depend on clear strategy, cross-campus collaboration, and a sustained commitment to quality”.

Read the full report here:

Simunich, B., Garrett, R., Fredericksen, E. E., Gay, K. (2025). CHLOE 10 | Meeting the Moment: Navigating Growth, Competition, and AI in Online Higher Education, 2025. Retrieved from the Quality Matters website: 

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