121 sources. 116 have a note. Original files (PDFs, abstracts) are kept in the project archive and are not published here; use the DOI or URL on each page.
| Source | Tier | Links |
|---|
| AI-001 · OECD Digital Education Outlook 2026: Exploring Effective Uses of Generative AI in Education (2026) | myndighet | C2 supports |
| AI-002 · Exploring the effect of GenAI on learning outcomes in higher education: a three-level meta-analysis (2026 (publicerad 15 maj 2026)) | meta | C2 challenges, K19 supports |
| AI-003 · Generative AI without guardrails can harm learning: Evidence from high school mathematics (2024 (SSRN preprint); PNAS 2025 (publicerad 2025-06-25)) | RCT | C2 limits, C2 supports, K15 supports |
| AI-004 · A Meta-Analysis of ChatGPT’s Influence on Learning Achievement (2026 (IRRODL Vol. 27, No. 1, februari 2026)) | meta | C2 challenges, K17 supports |
| AI-005 · Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies (2025 (online Dec 2024)) | meta | C2 challenges, K16 supports |
| AI-006 · ChatGPT for good? On opportunities and challenges of large language models for education (2023) | position | K21 supports |
| AI-007 · Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis (2024 (online 2023)) | meta | C2 challenges, K30 supports |
| AI-008 · Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance (2025 (online Dec 2024)) | RCT | C2 supports |
| AI-009 · The Generative AI Learning Penalty: Evidence from Chinese Secondary Education (2026 (CEPR DP21577 / NBER conference paper, juni 2026)) | quasi/DiD | C2 limits, C2 supports |
| AI-010 · ChatGPT as a cognitive crutch: Evidence from a randomized controlled trial on knowledge retention (2025) | RCT | C2 supports |
| AI-010 · Artificiell intelligens i undervisningen — En lägesbild över gymnasielärares användning och hantering av AI under vårterminen 2024 (2024 (publicerad 2024-08-21)) | myndighet | unlinked |
| AI-011 · The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems (2011) | meta | K28 supports |
| AI-012 · Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review (2016) | meta | K22 supports |
| AI-013 · Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis (2014) | meta | K23 supports |
| AI-014 · Making AI Tutoring Productive: Evidence from a Mastery-Based Math Practice Experiment (2026) | RCT | C2 limits, K25 supports |
| AI-015 · One Click Away: AI Tutoring with Khanmigo in a Two-Year School Experiment (2026) | RCT | K26 supports |
| AI-016 · Effects of LLM use and note-taking on reading comprehension and memory: A randomised experiment in secondary schools (2026) | RCT | C2 supports |
| AI-017 · Your Programming Students' Cognition with ChatGPT: Higher Performance, Lower Retention, and Reduced Ownership (2026) | RCT | C2 supports |
| ATTN-001 · Ill Communication: Technology, distraction & student performance (2016) | quasi/DiD | K11 supports |
| ATTN-002 · Laptop multitasking hinders classroom learning for both users and nearby peers (2013 (online 2012)) | RCT | K27 supports |
| ATTN-003 · Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity (2017) | RCT | K29 supports |
| ATTN-004 · Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis (2022 (RER; preprint 2021)) | meta | unlinked |
| ATTN-005 · Evidence for and against banning mobile phones in schools: A scoping review (2024) | position | K11 limits |
| ATTN-006 · The Impact of Banning Mobile Phones in Swedish Secondary Schools (2019 (IFN WP 1288); publicerad Economics of Education Review 2020) | quasi/DiD | K11 challenges |
| ATTN-007 · Smartphone Bans, Student Outcomes and Mental Health (2024 (NHH SAM 01/24); JHR early view 2026) | quasi/DiD | K14 supports |
| CLT-001 · Cognitive Architecture and Instructional Design: 20 Years Later (2019) | position | K13 supports |
| CLT-002 · Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003) | position | K13 supports |
| CLT-003 · A review of research and a meta-analysis of the seductive detail effect (2012) | meta | K13 supports |
| DI-001 · Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) | position | unlinked |
| DI-002 · The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research (2018) | meta | unlinked |
| DI-003 · Principles of Instruction: Research-Based Strategies That All Teachers Should Know (2012 (artikel; baserad på IAE/UNESCO Educational Practices Series-21, 2010)) | position | unlinked |
| DIG-001 · Hur påverkas studieprestationer i skolan av en dator per elev? (2019) | quasi/DiD | K02 supports |
| DIG-002 · En dator per elev i mellanstadiet. Hur påverkas undervisningen och studieresultaten? (2021) | quasi/DiD | K02 supports |
| DIG-003 · Kunskapssammanställning om användning av digitala enheter i skolan och fritidshemmet (bilaga till delredovisning U2024/01728) (2025) | myndighet | K02 supports |
| DIG-004 · Global Education Monitoring Report 2023: Technology in education – A tool on whose terms? (2023) | myndighet | K02 supports |
| DIG-005 · Rekommendationer för barns och ungas digitala medieanvändning (2024) | myndighet | K02 supports |
| DIG-006 · Students, digital devices and success (2024) | myndighet | K02 limits |
| DIG-007 · ICILS 2023 — digital kompetens hos elever i årskurs 8 (Resultat i korthet + huvudrapport) (2024 (huvudrapport); kortversion uppdaterad 2026) | myndighet | K02 supports |
| DIG-008 · Svenska 15-åringars användning av digitala verktyg — Nordiska jämförelser utifrån PISA 2022 (2024) | myndighet | K02 limits |
| FB-001 · The Power of Feedback (2007) | position | K08 supports |
| FB-002 · Assessment and Classroom Learning (+ populärsammanfattning Inside the Black Box) (1998) | position | K08 supports |
| FB-003 · The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020 (online 22 jan 2020; Front. Psychol. 10:3087)) | meta | K08 supports |
| FB-004 · The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory (1996) | meta | K08 supports |
| FB-005 · Focus on Formative Feedback (ETS RR-07-11; journalversion RER 2008) (2007 (ETS-rapport); 2008 (Review of Educational Research, 78(1), 153–189)) | position | K08 supports |
| FB-006 · How does artificial intelligence compare to human feedback? A meta-analysis of performance, feedback perception, and learning dispositions (2025 (online 24 sep 2025; Educational Psychology 2026, 46(1))) | meta | K08 supports |
| HAND-001 · The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking (2014 (corrigendum 2018; data OSF)) | RCT | K24 supports |
| HAND-002 · How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014) (2019) | RCT | K03 challenges |
| HAND-003 · Typed Versus Handwritten Lecture Notes and College Student Achievement: A Meta-Analysis (2024) | meta | K03 supports |
| HAND-004 · The Importance of Cursive Handwriting Over Typewriting for Learning in the Classroom: A High-Density EEG Study of 12-Year-Old Children and Young Adults (2020) | RCT | K03 limits |
| HAND-005 · Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities (2009) | quasi/DiD | K03 limits |
| HAND-006 · The effects of handwriting experience on functional brain development in pre-literate children (2012) | RCT | K03 limits |
| HAND-007 · The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing (2005) | RCT | K03 limits |
| HAND-008 · Taking Class Notes by Hand Compared to Typing: Effects on Children’s Recall and Understanding (2021 (online 2020)) | RCT | K03 supports |
| KNOW-001 · Effect of Prior Knowledge on Good and Poor Readers' Memory of Text (1988) | RCT | unlinked |
| KNOW-002 · How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning—and Thinking (2006) | position | unlinked |
| KNOW-003 · Building Content Knowledge to Boost Comprehension in the Primary Grades (2020) | position | unlinked |
| KNOW-004 · Läsförståelse och undervisning om lässtrategier (2019) | myndighet | unlinked |
| LEARN-001 · Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (2013) | position | C0 limits, C0 supports, K06 supports |
| LEARN-002 · Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017) | meta | C0 supports, K06 supports |
| LEARN-003 · Distributed Practice in Verbal Recall Tasks: A Review and Quantitative Synthesis (2006) | meta | K06 supports |
| LEARN-004 · Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention (2006) | RCT | C0 limits, C0 supports, C1 limits, K06 supports |
| LEARN-005 · Teaching the science of learning (2018) | position | C0 supports, K06 supports |
| LEARN-006 · Similarity matters: A meta-analysis of interleaved learning and its moderators (2019) | meta | K06 limits |
| LEARN-010 · Semantic relatedness and the efficacy of retrieval practice (2026) | RCT | C0 supports |
| LEARN-011 · No evidence of a visual testing effect for novel, meaningless objects (2025) | RCT | C0 limits |
| LEARN-012 · Does Memory Accessibility Affect How Much We Learn from Studying? (2025) | RCT | C0 challenges, C1 supports |
| LEARN-013 · The Magnitude of the Testing Effect Is Independent of Retrieval Practice Performance (2024) | RCT | C0 challenges, C1 limits |
| LEARN-014 · Prior episodic learning and the efficacy of retrieval practice (2022) | RCT | C0 supports, C1 limits |
| LEARN-015 · Reversing the testing effect by feedback is a matter of performance criterion at practice (2020) | RCT | C0 supports, C1 supports |
| MEDIA-001 · Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018) | meta | C3 supports |
| MEDIA-002 · Reading from paper compared to screens: A systematic review and meta-analysis (2019) | meta | C3 supports |
| MEDIA-003 · Reading linear texts on paper versus computer screen: Effects on reading comprehension (2013) | RCT | C3 supports |
| MEDIA-004 · The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen (2024) | quasi/DiD | C3 supports |
| MEDIA-005 · Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators (2024 (preprint manuscript 2023; publicerad Journal of Educational Psychology 116(2), 153–172)) | meta | C3 limits, C3 supports |
| MEDIA-006 · Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration (2017) | RCT | C3 supports |
| MEDIA-007 · Use of tablets in primary and secondary school – a case study (2016) | quasi/DiD | C3 limits |
| MEDIA-008 · Decoding digital reading: a network meta-analysis of comprehension across devices (2026 (online/accept 2025; UND Scholarly Commons 2026-01-04)) | meta | C3 limits |
| MEDIA-009 · Reading from paper, computers, and tablets in the first grade: The role of comprehension monitoring (2025) | RCT | C3 limits |
| MEDIA-009 · LCD vs. E-ink: An Analysis of the Reading Behavior (2012) | RCT | C3 limits |
| MEDIA-010 · PISA 2009 Results: Students On Line — Digital Technologies and Performance (Volume VI) (2011) | myndighet | C3 limits |
| MEDIA-011 · A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis (2021) | meta | C3 limits, C3 supports, K20 supports |
| MEDIA-012 · Which reading comprehension is better? A meta-analysis of the effect of paper versus digital reading in recent 20 years (2024) | meta | C3 limits, C3 supports |
| MEDIA-013 · The impact of reading medium on text comprehension among vocational students (2026) | RCT | C3 limits, C3 supports |
| MEDIA-014 · Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension (2025) | RCT | C3 limits, C3 supports |
| MEM-001 · Understanding Working Memory: A Classroom Guide (2007/2008 (Harcourt Assessment booklet; följer Sage-boken 2008)) | position | K07 supports |
| MEM-002 · Working Memory Underpins Cognitive Development, Learning, and Education (2014) | position | K07 supports |
| MEM-003 · Investigating the predictive roles of working memory and IQ in academic attainment (2010) | quasi/DiD | K07 supports |
| MEM-004 · Desirable Difficulties in Theory and Practice (2020 (kommentar till specialnummer; begreppet myntat 1994)) | position | C0 limits, K07 supports |
| MEM-005 · Is Working Memory Training Effective? A Meta-Analytic Review (2013 (Online First 2012)) | meta | K07 supports |
| MEM-006 · Working Memory and Learning During the School Years (2004 (British Academy lecture 2003; publicerad i Proceedings of the British Academy 125:365–380). Katalogår: 2004/2008-kontext.) | position | K07 supports |
| READ-001 · Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018) | position | K05 supports |
| READ-002 · Teaching Children To Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Report of the National Reading Panel) (2000) | meta | K05 supports |
| READ-003 · Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice (2001) | position | K05 supports |
| READ-004 · Effects of a phonics intervention in a randomized controlled study in Swedish second-grade students at risk of reading difficulties (2023) | RCT | K05 supports |
| READ-005 · Early Predictors of Reading Comprehension Difficulties (2014) | quasi/DiD | K05 supports |
| READ-006 · Studier av läsrelaterade språkliga förmågor i förskola och läsutveckling i grundskola (2022) | quasi/DiD | K05 supports |
| READ-007 · Leder Läslyftet till bättre skolresultat? Effekter på den läs- och skrivutvecklande undervisningen och elevernas resultat (2024) | quasi/DiD | K05 supports |
| SE-001 · Kunskap för alla – nya läroplaner med fokus på undervisning och lärande (särskilt kap. 8 Digitalisering) (2025) | myndighet | K09 supports |
| SE-002 · Nytt bedömningsstöd lyfter fram elevernas handstil (reviderat Fånga språket, åk 1) (2025) | myndighet | K09 supports |
| SE-003 · PIRLS 2021 — Läsförmågan hos svenska elever i årskurs 4 i ett internationellt perspektiv (2023 (data 2021)) | myndighet | K09 supports |
| SE-004 · Digitala verktyg i undervisningen — Matematik och teknik i årskurs 7–9 (2019) | myndighet | K09 supports |
| SE-005 · Läsning på ojämlika villkor — en fördjupning av PIRLS och inblick i skolors vardag (2026) | myndighet | K09 supports |
| SE-006 · PISA 2022 — 15-åringars kunskaper i läsförståelse, matematik och naturvetenskap (Sverige) (2023) | myndighet | K09 supports |
| SE-007 · Ett nationellt mobilförbud i de obligatoriska skolformerna och fritidshemmet (Ds 2025:9) (2025) | myndighet | K18 supports |
| SLEEP-001 · Electronic media use and sleep in school-aged children and adolescents: A review (2010) | position | K04 supports |
| SLEEP-002 · Digitala medier och barns och ungas hälsa — en kunskapssammanställning (2024 (publicerad 17 juni 2024; uppdaterad 6 september 2024)) | myndighet | K04 supports |
| SLEEP-003 · Screen time and sleep among school-aged children and adolescents: A systematic literature review (2015 (online 2014)) | position | K04 supports |
| SLEEP-004 · Association Between Portable Screen-Based Media Device Access or Use and Sleep Outcomes: A Systematic Review and Meta-analysis (2016) | meta | K04 supports |
| SLEEP-005 · A bidirectional model of sleep and technology use: A theoretical review of How much, for whom, and which mechanisms (2024) | position | K04 supports |
| SLEEP-006 · The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review (2010) | meta | K04 supports |
| SLEEP-007 · Multi-Night Sleep Restriction Impairs Long-Term Retention of Factual Knowledge in Adolescents (2019) | RCT | K04 supports |
| WRITE-001 · A Comprehensive Meta-Analysis of Handwriting Instruction (2016) | meta | K10 supports |
| WRITE-002 · A Meta-Analysis of Writing Instruction for Students in the Elementary Grades (2012) | meta | K10 supports |
| WRITE-003 · Promoting Handwriting Fluency for Preschool and Elementary-Age Students: Meta-Analysis and Meta-Synthesis of Research From 2000 to 2020 (2022) | meta | K10 supports |
| WRITE-004 · Främja skrivkunskaper i de allra tidigaste skolåren (2024) | myndighet | K10 supports |
| WRITE-005 · The impact of digital devices vs. Pen(cil) and paper on primary school students' writing skills – A research review (2016) | position | K10 supports |
| Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing (2008) | | C0 limits |
| Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping (2011) | | C1 supports |
| Levels of processing versus transfer appropriate processing (1977) | | C1 limits |
| The effect of testing versus restudy on retention: A meta-analytic review of the testing effect (2014) | | C1 supports |
| Availability versus accessibility of information in memory for words (1966) | | C1 limits |