{
  "id": 5241673,
  "title": "With education technology, engagement is not the same as learning",
  "url": "https://urgent.news/2026/09/03/with-education-technology-engagement-is-not-the-same-as-learning",
  "topic": "science",
  "section": "Science",
  "published": "2026-09-03T04:00:03.000Z",
  "source": {
    "name": "Phys.org",
    "slug": "phys-org",
    "url": "https://phys.org/news/2026-09-technology-engagement.html"
  },
  "original_language": "en",
  "account": "A recent American Psychological Association (APA) report cautions that merely engaging with educational technology does not equate to actual learning. The APA Expert Report on Children's and Adolescents' Learning with Educational Technology asserts that the extent of a student's ability to apply new knowledge independently of an app or screen is a far more reliable indicator of learning than the amount of screen time spent. The report advises parents and educators to exercise caution regarding marketing claims that outstrip scientific evidence. According to APA CEO Arthur C. Evans Jr., educational technology holds substantial potential to enhance students' learning, but only when it is safe, backed by evidence, and genuinely promotes learning. The report, compiled by a panel of cognitive and educational psychologists, learning scientists, and EdTech experts, presents ten evidence-based guidelines for families, educators, policymakers, and developers to ensure that technology fosters meaningful learning. It emphasizes prioritizing tools that cultivate robust knowledge and skills applicable to various contexts, rather than assessing apps based on superficial features. The report also underscores the importance of adult involvement in EdTech implementation and investing in ongoing research to keep pace with rapid technological advancements. Educators are cautioned about introducing generative AI tools, as they can enhance a student's immediate performance without necessarily fostering improved writing skills. The report recommends teaching students to critically assess AI-generated responses, challenge chatbot assumptions, identify gaps in reasoning, and compare outputs against other sources. While the responsibility ultimately lies with EdTech developers and institutions adopting the technology, the APA recommends that parents scrutinize and question the tools their children use.",
  "summary": "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.",
  "key_points": [
    "Engagement with educational technology doesn't equal learning.",
    "APA report advises caution on marketing claims.",
    "Report provides guidelines for effective EdTech use."
  ],
  "editors_take": "The APA report cautions that education technology's value lies not in its ability to engage students, but in its evidence-backed capacity to foster independent application of new knowledge and skills.",
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}