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Why it may matter. The finding concerns a designed human-and-AI learning setting in a public-school context, rather than assuming chatbot access by itself creates learning.
Limit. The intervention was short and teacher-supported, so it does not establish effects of unsupervised chatbot use.
Why it may matter. It makes the design of help visible: a system can improve assisted performance yet leave less learning when the assistance disappears.
Limit. The study examined short-term exam outcomes in one high-school mathematics setting.
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