Rapid Evaluation of the Impact of Gemini Guided Learning on Students’ Science Scores in Junior Schools in India

Last registered on August 27, 2026
View Trial History

Pre-Trial

Trial Information

General Information

Title
Rapid Evaluation of the Impact of Gemini Guided Learning on Students’ Science Scores in Junior Schools in India
RCT ID
AEARCTR-0019276
Initial registration date
August 20, 2026

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
August 27, 2026, 11:51 AM EDT

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

Locations

There is information in this trial unavailable to the public. Use the button below to request access.

Request Information

Primary Investigator

Name
Natalia Valdes Aspillaga
Affiliation
Contact Primary Investigator

Other Primary Investigator(s)

PI Name
Usman Khawar
PI Affiliation
Fab AI
Contact Investigator
PI Name
Ignacio Roman Munoz
PI Affiliation
Fab AI
Contact Investigator

Additional Trial Information

Status
On going
Start date
2026-04-13
End date
2027-02-01
Keywords
Education
Additional Keywords
Artificial Intelligence, EdTech, AI Tutoring
JEL code(s)
I24
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study evaluates the impact of Gemini Guided Learning, an AI-powered instructional experience within Gemini that provides personalised learning through guided questions, step-by-step scaffolding, and multimodal resources rather than supplying direct answers, on physic and chemistry lessons in grades 6,7 and 8 in India (ages 10–14). This evaluation is part of a multisite evaluation. The trial randomly assigns classrooms either to continue with regular teaching or to use Gemini in approximately a third of their science lessons over a 13 week period. The same teachers are responsible for both treatment and control classrooms; all will receive training on how to use the tool, though it will only be applied in treatment classes.
Science performance of students will be assessed at the beginning and end of the intervention. The study will provide rigorous evidence on whether AI supported guided learning can strengthen science learning in junior secondary education.
External Link(s)

Registration Citation

Citation
Khawar, Usman, Ignacio Roman Munoz and Natalia Valdes Aspillaga. 2026. "Rapid Evaluation of the Impact of Gemini Guided Learning on Students’ Science Scores in Junior Schools in India ." AEA RCT Registry. August 27. https://doi.org/10.1257/rct.19276-1.0
Sponsors & Partners

There is information in this trial unavailable to the public. Use the button below to request access.

Request Information
Experimental Details

Interventions

Intervention(s)
Gemini Guided Learning is an AI-powered instructional tool within Gemini, designed to support students’ science learning through guided questions, step-by-step scaffolding, adaptive feedback, and multimodal resources rather than providing direct answers. Infused with Google’s LearnLM research, Gemini encourages students to reflect on their own thinking, deepening metacognition while fostering curiosity and active engagement.The intervention will be implemented in grades 6, 7 and 8 (ages 10–14) over a 13-week period, during which students in treatment classrooms will use Gemini in one 35-minute chemistry module and one 35-minute physics module per week. This is equivalent to one third of the science lessons. Teachers will receive training on how to use the tool, although the tool will only be applied in treatment classrooms.
Intervention Start Date
2026-04-16
Intervention End Date
2026-09-18

Primary Outcomes

Primary Outcomes (end points)
The primary outcome of interest is student science achievement, measured using standardised assessments aligned with the grade 6,7 and 8 curriculum and administered at the endline.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
none
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
This study employs a cluster randomised controlled trial with classrooms as the unit of randomisation. Randomisation is stratified by school, grade level (6, 7 and 8), using computer-generated random assignment with a pre-specified seed. This stratification approach ensures balanced allocation across key prognostic factors and prevents potential confounding between teacher effects and treatment effects.
Classrooms are randomly assigned to either: (1) Treatment arm receiving access to an AI powered science tutoring platform in addition to standard instruction, or (2) Control arm receiving standard science instruction only.
Experimental Design Details
Not available
Randomization Method
Done in office by a computer using stata
Randomization Unit
Classroom
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
240 classrooms across 16 schools (G6:71; G7:83; G8:86)
Sample size: planned number of observations
9,000 pupils
Sample size (or number of clusters) by treatment arms
128 control and 112 treated classrooms
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Using a two-level classroom-cluster design with α=0.05 (two-tailed), power=0.80, ICC=0.24, 240 clusters (112 treatment and 128 control), average cluster size=37, the MDES is 0.144 SD on the student-level standardised science score
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Human Behavioural Research Ethics Committee (HuBREC)
IRB Approval Date
2025-10-13
IRB Approval Number
25/006
Analysis Plan

Analysis Plan Documents

PAP India trial

MD5: e80ac0984c5c7f4f8590ababbbea071b

SHA1: 3851ce6fe268b419f0ce99574bc58940a1d5a644

Uploaded At: August 20, 2026