An international study led by the BBC and coordinated by the European Broadcasting Union examined how AI assistants handle news queries across 14 languages and 18 countries. The analysis of over 3,000 responses revealed that nearly half of the answers contained significant problems, with issues ranging from poor sourcing to outright inaccuracies. Google Gemini performed the worst, with errors in 76% of its replies, while other tools such as ChatGPT, Microsoft Copilot, and Perplexity also displayed notable shortcomings. The findings highlight persistent challenges in AI‑generated news content and underscore the need for greater media literacy and transparency. Read more →

A recent study finds that AI‑generated lesson plans often miss the nuance of real classrooms, offering generic, one‑size‑fits‑all solutions. While tools like ChatGPT, Gemini and Copilot can produce occasional useful activities—especially for homework—researchers caution educators to treat these systems as aids rather than replacements. By crafting detailed prompts that embed contextual information and established teaching frameworks, teachers can augment their planning process. The authors call for more research and professional development to help educators become critical users of generative AI in education. Read more →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Read more →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Read more →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Read more →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Read more →

A recent study involving elementary‑aged children discovered that reading aloud to a social robot reduced physiological signs of anxiety compared with reading alone or to a human adult. The experiment measured voice steadiness, heart rate and facial temperature, finding calmer responses when the robot was the audience. Comprehension scores remained unchanged, suggesting the robot’s presence lowered stress without affecting learning outcomes. Researchers propose that social robots could serve as low‑pressure listeners in classroom settings, helping students build confidence in public speaking tasks. Read more →