Pearson announced that an analysis of nearly 80 million student interactions indicates that AI study tools integrated within its digital higher education materials significantly enhance students’ active reading behaviors, a key factor linked to academic performance. The Hoboken, New Jersey-based learning company examined global interaction data from close to 400,000 higher education students using its digital materials during the semester beginning January 2025. The findings suggest that when AI tools are embedded directly into course content, students are more likely to engage in behaviors associated with deeper comprehension.
A single interaction with Pearson’s AI study tool within a standalone eTextbook increased the likelihood that a learner would be classified as an active reader by three times, while repeat use raised that likelihood to 3.5 times. In instructor-led digital courseware, the impact was even more pronounced, with a single use of the AI study tool increasing the likelihood a student would be classified as an active reader by 23 times, and repeat users being 24 times more likely to receive that designation.
Tom ap Simon, President of Higher Education at Pearson, remarked, “After two years of studying how students actually learn with AI, the signal is clear that AI designed responsibly and grounded in learning science strengthens how students engage with digital materials. This research shows AI can be a true learning multiplier—providing instructors with tools that help move students from passive consumption to active reading and deeper cognitive engagement, essential for college and career success.”
Pearson defines active reading as the use of strategies such as highlighting, note-taking, asking clarification questions, and retrieving information from memory. These behaviors are strongly associated with deeper comprehension, stronger retention, and improved academic performance. Notably, reading comprehension remains one of the strongest predictors of early college GPA. However, national data indicates a troubling trend: only 39 percent of students taking the ACT in 2025 met college-level reading benchmarks, and nearly half of professors report that first-year students are “much less prepared” for close reading and analysis compared to pre-pandemic cohorts.
Pearson is also addressing concerns about AI misuse. The company emphasizes that the design of its AI tools aims to mitigate risks of cognitive offloading and overreliance. Dr. Emily Lai, Head of Research at Pearson and co-author of the study, stated, “Active reading remains one of the most powerful mechanisms we have for building durable knowledge and skills. Cognitive offloading and students’ overreliance on AI tools are serious concerns for educators that we are studying and working to circumvent. That’s why the way we design AI tools to work really matters. Our research shows that when AI is responsibly integrated into the flow of learning, it can promote learning, rather than replace it.”
In a separate analysis conducted in Fall 2025 on a widely used introductory biology eTextbook, Pearson found that 97 percent of students used the AI study tool responsibly, while only three percent attempted to input homework or assessment questions into the tool. Furthermore, the analysis revealed that one in three students using the tool’s question-asking feature posed questions beyond basic remembering and understanding, instead attempting to apply, analyze, or evaluate course content. Pearson claims this finding aligns with previous learning outcomes research conducted in June 2025.
With over 80 percent of its products now digital or digitally enabled, Pearson positions its generative AI applications as distinct from general-purpose AI chat tools. The company asserts that its solutions are grounded in learning science, reviewed by subject matter experts, and designed to support measurable learning outcomes. The extensive dataset of nearly 80 million interactions is expected to attract attention from educational institutions evaluating the role of embedded AI within their course materials. This discussion also situates itself within the broader debate regarding whether AI in education accelerates shortcuts or fosters deeper cognitive engagement.
As the conversation evolves, the focus for edtech providers and academic institutions is shifting from whether students utilize AI to how the design of these tools influences learning behaviors. This highlights a critical aspect of integrating technology in education, as the potential for AI to enhance learning processes becomes increasingly apparent.
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