Comment by neomantra

Here's the link to the Brooking's report from the NPR article, to read it in full: https://www.brookings.edu/articles/a-new-direction-for-stude...

I've only skimmed it, but I note that all this research is before Nov 2025 and is quite broad. It does get some into coding, mentioning GitHub CoPilot and also refers to a paper about vibe-coding, where the conclusion is that not understanding the artifacts is a problem.

So all this reporting is before Gemini 3 and Opus 4.5 came out. Everything is really different with the advent of that.

While substitute teaching just before Xmas 2025, I installed Antigravity on the student account of the class computer and vibe-coded two apps on the smart board while the kids worked on Google Classroom. This was impromptu, to liven up things, but I knew it would work because I had such amazing experiences with the tool the week before.

* [1] Quadratic Formula Explorer for Algebra 2

* [2] Proving Parallelograms for Honors Geometry

Before the class ended, I then gave a quick talk the gist was: "I just made these tools to understand the coursework by conversing with an LLM. Are you going to use this to cheat on your homework or to enhance your understanding?"

I showed it to a teacher and then she pointed me to existent tools like them on educational web sites. But that was missing the point that we can just manifest the very hyper-specific tools we need... for example how should the Quadratic Formula Explorer work for someone with dyslexia?

I'm not sure what the next steps with all this is, but certainly education needs to adapt. The paper notes "AI can enrich learning when well-designed and anchored in sound pedagogy" and what I did there is neither, so imagine how sweet it is gonna be when we weave this into educational systems by skilled curriculum designers.

[1] https://conacademy.github.io/quadratic_explorer/ [2] https://conacademy.github.io/proving_parallelograms/