Can AI Mitigate Teacher Shortages? Causal Evidence on Financial Literacy from a Randomized Controlled Trial

Last registered on January 27, 2025

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Pre-Trial

Trial Information

General Information

Title

Can AI Mitigate Teacher Shortages? Causal Evidence on Financial Literacy from a Randomized Controlled Trial

RCT ID

AEARCTR-0015266

Initial registration date

January 23, 2025

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published

January 27, 2025, 8:29 AM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name

Jaime Polanco-Jimenez

Affiliation

KU Leuven

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Other Primary Investigator(s)

PI Name

Kristof De Witte

PI Affiliation

KU Leuven

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Additional Trial Information

Status

In development

Start date

2025-01-30

End date

2025-04-30

Keywords

Behavior, Education, Finance & Microfinance

Additional Keywords

AI-assisted learning, Artificial intelligence, Tax literacy

JEL code(s)

I20 I21 I22 I24 C93 O15

Secondary IDs

Prior work

This trial does not extend or rely on any prior RCTs.

Abstract

This study explores how artificial intelligence (AI) can help address the impact of teacher shortages on students' financial literacy. We will conduct a study with about 4,000 students in Flemish secondary schools to see if AI can improve their financial literacy. Students will be randomly assigned to one of three groups: one will learn in a traditional setting and course material, another will learn with the help of a reduced traditional setting and an available AI tool, and a third will learn using a specially designed AI chatbot. We expect that students who learn with AI will do better than those in traditional classes, and that the tailored AI chatbot will be more effective than a general AI model. Additionally, we will investigate whether AI has a stronger impact on students that have less access to resources. We'll be comparing their financial literacy using tests before and after the learning period. To ensure learning retention, students will be tested two months after completing the post-test to assess the long-term learning benefits. We also will analyze how students interact with AI tools. Our goal is to provide insights for educators and policymakers about how AI can be used effectively to address teacher shortages and to enhance educational efficiency and resource allocation in response to the ongoing teacher shortage crisis.

External Link(s)

Registration Citation

Citation

De Witte, Kristof and Jaime Polanco-Jimenez. 2025. "Can AI Mitigate Teacher Shortages? Causal Evidence on Financial Literacy from a Randomized Controlled Trial." AEA RCT Registry. January 27. https://doi.org/10.1257/rct.15266-1.0

Sponsors & Partners

Experimental Details

Interventions

Intervention(s)

Traditional Instruction: Students receive standard financial literacy instruction using traditional methods and materials.
Group 1 (Control Group). These students receive a classic learning path with instructions and use a spreadsheet or calculator.
Group 2 (Treatment Group 1). This group receives a reduced learning path where they have to find the answers in a general-purpose AI.
Group 3 (Treatment Group 2). This group follows instructions from a tailored-AI chatbot that adjusts the questions and instructions to the answers of the students.

Intervention Start Date

2025-01-30

Intervention End Date

2025-04-30

Primary Outcomes

Primary Outcomes (end points)

Learning Performance
Attitude and Motivation
Learning Experience & User Experience
Self-Confidence & Self-Efficacy

Primary Outcomes (explanation)

Learning Performance: Learning performance will be measured using pre- and post-tests designed to assess students' understanding of key financial literacy concepts, including tax systems. The tests will consist of multiple-choice questions, problem-solving exercises, and case studies. The pre-test and post-test will use the same questions
Attitude and Motivation: Attitude and motivation towards financial literacy will be measured using a validated survey instrument administered before and after the intervention. The survey will assess students' interest in financial topics, their perceived importance of financial knowledge, and their motivation to learn more.
Learning Experience & User Experience: Students will be asked a series of likert questions about their individual experiences with learning. Researchers will also test user experience via heatmaps, session durations, and other data from the technology.
Self-Confidence & Self-Efficacy: Self-confidence and self-efficacy related to financial literacy will be measured using a validated survey instrument administered before and after the intervention. The survey will assess students' beliefs in their ability to understand financial concepts, manage their finances, and make informed financial decisions.

Secondary Outcomes

Secondary Outcomes (end points)

Heterogeneities by gender, vocational school, language spoken at home, previous knowledge of AI...

Secondary Outcomes (explanation)

Heterogeneities by gender, vocational school, language spoken at home, previous knowledge of AI...: We will look at the interaction between the learning approach and student characteristics to assess for differences in outcomes for different groups.

Experimental Design

This study uses a randomized controlled trial (RCT) design to evaluate the impact of different learning approaches on financial literacy among secondary school students. Participants will be randomly assigned to one of three groups: a control group receiving standard instruction, a treatment group using general-purpose AI for learning support, and a second treatment group receiving a different form of AI-enhanced instruction. All students will receive instruction on financial literacy topics. Key measures, including learning performance and student experiences, will be assessed at various points during the study.

Experimental Design Details

Not available

Randomization Method

Students will be assigned to one of the three learning groups using a random number generator within the LimeSurvey platform. Once a student completes the baseline survey in LimeSurvey, the platform will automatically assign them to a group using a pre-programmed random number sequence, ensuring each student has an equal chance of being assigned to any of the three groups.

Randomization Unit

Individual - Since students are being assigned individually

Was the treatment clustered?

Experiment Characteristics

Sample size: planned number of clusters

Sample size: planned number of observations

Based on the power analysis we expect the participation of more than 732 students.

Sample size (or number of clusters) by treatment arms

244

Minimum detectable effect size for main outcomes (accounting for sample design and clustering)

A power analysis was conducted to determine the minimum sample size needed to detect a statistically significant difference between the combined AI-assisted learning groups and the control group on the primary outcome (post-test score). Assuming a medium effect size (Cohen's d = 0.2), an alpha level of 0.05, and a desired power of 0.80, the analysis indicated a required sample size of 732 participants per treatment arm.

Supporting Documents and Materials

IRB

Institutional Review Boards (IRBs)

IRB Name

Toetsing Privacy en Ethiek (PRET)

IRB Approval Date

2024-11-08

IRB Approval Number

G-2024-8468

Analysis Plan