APA Warns: Flashy EdTech Hides Learning Risks

Expert child psychologists are advising caution around new educational technology, particularly tools that employ game-like features such as rewards and customizable avatars to boost student engagement. The American Psychological Association (APA) released a report highlighting concerns that these flashy elements may not translate into actual learning gains. The association cautions against AI-powered tools that claim broad improvements in intelligence or learning without robust scientific evidence.

The APA emphasizes that raw screen time is a poor indicator of educational progress. What students do on screens is more crucial than the duration. Similarly, a student's perceived confidence with educational software does not guarantee better learning outcomes. Success in an educational game, for instance, does not automatically equate to increased intelligence.

Instead, the APA recommends that educators assess technology based on its ability to foster durable knowledge and practical skill application in real-world scenarios. Districts are encouraged to avoid technologies that encourage multitasking or rely heavily on student self-management. The report also advises particular wariness towards generative AI, noting that AI-assisted work does not necessarily improve a student's underlying abilities.

Concerns about the impact of screen time on children have grown alongside criticism of social media's effects. Features common in both social media and gamified EdTech, such as dopamine-driven reward systems, are suspected of degrading critical cognitive skills and executive functioning. Both New York City and Los Angeles school systems have begun implementing partial pauses on AI and reductions in screen time for the upcoming 2026-2027 school year.