In my research, I investigate how AI-supported adaptive learning systems can support students' learning in the long term and for whom they are particularly effective.

Generative AI, especially large language models, holds great potential for tailoring instruction to learners' individual needs. However, there is still little empirical evidence on whether this potential actually leads to lasting learning and greater educational equity. Existing studies are mostly short-term and leave open how learning progress develops over longer periods and across different tasks, domains, and learner prerequisites. There is also concern that, without pedagogical safeguards, AI may weaken rather than foster self-regulated learning. With a theory-driven, practice-oriented approach, I aim to work together with teachers and school partners to design evidence-based, adaptive AI systems and thereby improve learning and equity.

I welcome exchange and collaboration on topics related to adaptive teaching and learning with AI!