Evaluating AI Tutoring at the Speed of Innovation: Practitioner-Led Micro-Randomised Trials of an AI Tutoring Platform in GCSE Science
It is argued that the value of micro-RCTs for educational AI lies not in replacing definitive evaluation with small studies, but in enabling a rapid, cumulative evaluation architecture in which randomised estimates can be generated, replicated and updated as technologies and their implementation evolve.
W. Harrison, Rahil Khowaja, E. Dobson et al.
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