APA Report Warns Educational Technology Engagement Does Not Equal Learning

Classroom screen time bans won't solve everything, says APA

Expert child psychologists urge caution around new and flashy educational technology. Credit: San Francisco Chronicle / Hearst Newspapers / Contributor / Hearst Newspapers via Getty Images Classroom technology is the focus of a new report from the American Psychological Association (APA), which argues we should be focusing less on bans and more on the specific harms of flashy new tech. The report, which includes a long list of findings and recommendations for educators and parents regarding all kinds of EdTech, hones in on a new genre of educational technology that increasingly relies on game-like features such as earned rewards, flashy graphics, and customizable avatars to increase student engagement. In the absence of authoritative scientific evidence, the association cautions against tools -- including AI-powered ones -- that claim to improve intelligence, thinking, or learning writ large. Screen time can be misleading Raw screen time numbers, whether too much or too little, aren't an effective indication of how well a student is learning, the report authors found. "What young people do on screens matters as much as, or more than, how long they spend on them," the report reads. Likewise, a student's perceived engagement or confidence with a program isn't enough to gauge whether they will have positive learning outcomes. Basically, a student winning an educational game or completing assignments effectively does not directly translate into becoming smarter, according to the APA. Instead, the APA urges educators to test how well students can apply learned skills in real-world contexts outside of the technology itself, whether it's an app, computer game, or chatbot. If students struggle, the report says, the tech has failed. To this end, the association recommends school districts evaluate new classroom technology on its ability to foster "durable knowledge and skills," and encourages schools to steer clear of tech that enables multitasking, relies on self-management from students, and has human-like qualities. Be wary of AI and gamification The APA urges educators and parents to exercise even greater caution with generative AI. "AI can help a student produce a better essay, but the improved final product does not necessarily mean the student has become a better writer," said Nicole Barnes, APA's executive lead psychologist for education, in a press release. "Just as we need to separate engagement from learning, we will increasingly need to separate performance from learning." The APA also joined other groups in calling for greater investment in AI literacy among young learners, teachers, and parents. Recently, coalitions of parents and educators have lobbied for AI moratoriums that curb the introduction of generative AI tools and promote digital and AI literacy programs as a precursor. Both New York City and Los Angeles's chool systems have instituted partial pauses on AI and reductions in screen time for the 2026-2027 school year. Child psychologists have long warned about the impact of lifelong screen time and personal devices on children as they age through school. As criticism of social media's impact on young minds has increased, so too have warnings about platform features designed to grab and retain attention. These include controversial design elements like autoplay, recommendation algorithms, and tailored advertising. Many of these features replicate the motivational structures of gaming, more commonly referred to as "gamification." The concept has been put under the microscope by advocates across industries, many of whom argue that constant, dopamine-driven reward systems are degrading critical cognitive skills and executive functioning.

With Education Technology, Engagement is Not the Same as Learning | Newswise

APA report calls for greater scrutiny of EdTech claims, extra caution when students use generative AI Newswise -- WASHINGTON -- A new report from the American Psychological Association warns that student engagement with educational technology is not the same as learning -- and that generative AI tools pose particular risks by improving students' immediate performance without building their underlying knowledge or skills. The APA Expert Report on Children's and Adolescents' Learning with Educational Technology argues that students' ability to apply new knowledge outside of an app or screen is a much stronger indication of learning than how much time a child spends on a screen, and that parents and educators working with children and young people ages 5 to 18 should be wary of marketing claims that run ahead of scientific evidence. The report stresses that even if a student is paying close attention to an app, such as by clicking frequently, responding to animations or interacting with rewards, that engagement does not necessarily mean that the student is learning. "Educational technology has the potential to profoundly advance students' learning and abilities, but parents, teachers and school districts need tools that are safe, supported by evidence and can genuinely help students learn," said APA CEO Arthur C. Evans Jr., PhD. "These recommendations, based in psychological research, can help determine whether EdTech tools actually produce the learning outcomes they promise." Compiled by a multidisciplinary panel of cognitive and educational psychologists, learning scientists and EdTech experts, the report synthesizes evidence across a wide range of technologies, including educational apps, games, intelligent tutoring systems, generative AI tools and digital learning platforms. It offers 10 evidence-based recommendations to help families, educators, policymakers and developers ensure that technology promotes meaningful learning. Drawing on research from psychological science, the report recommends that schools, families and developers prioritize tools that build durable knowledge and skills that students can carry into other contexts, instead of evaluating apps based on flashy features. Additional recommendations include making adult involvement a significant part of EdTech implementation and investing in research that can keep pace with rapid technological change. Educators should exercise particular caution when introducing generative AI tools into learning environments, said Nicole Barnes, PhD, APA's executive lead psychologist for education. "AI can help a student produce a better essay, but the improved final product does not necessarily mean the student has become a better writer," Barnes said. "Just as we need to separate engagement from learning, we will increasingly need to separate performance from learning." Rather than trying to prevent children and adolescents from using AI tools altogether, the report recommends teaching students to actively evaluate AI-generated responses. Students should learn to question chatbots' assumptions and identify gaps in chatbots' reasoning, compare responses against other sources and consider how answers might change under different circumstances. In this sense, students should approach AI less as an answer machine and more as something they are continuously testing, challenging and learning from. The report stresses that primary responsibility for ensuring that EdTech products are supported by evidence lies with the companies that develop them and the institutions that choose to adopt them. Developers should be prepared to demonstrate that their products improve learning, while schools and districts should expect credible, independent evidence before investing in educational technology. APA also offers simple advice to parents: look and ask. * Spend a minute watching the app and pay attention to what is happening on the screen -- if much of the experience involves dressing a character, selecting accessories, collecting rewards or responding to flashing images, it is reasonable to question the app's educational value. * Ask a teacher, principal, early childhood leader or school board whether there is credible, independent evidence showing that the app leads to learning. NOTE: The link to the report will be live at 12:01 am EDT, September 3, 2026: https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technology