Jason Tangen

Hassan Khosravi, Dragan Gasevic, Shazia Sadiq et al.

Large language models (LLMs) are rapidly transforming knowledge work by improving the quality and efficiency of tasks such as writing, coding, and data analysis. However, their growing use in education has exposed a learning-performance paradox: while they can enhance short-term task performance, they may also undermine genuine learning, including cognitive growth, knowledge transfer, and metacognitive development. This paper addresses the question of how artificial intelligence should be designed and used to support learning rather than merely improve immediate outputs. We introduce the concept of AI learning companions, defined as adaptive, pedagogically informed, LLM-powered agents designed for integration into learning environments. We propose a framework for their design built on three interrelated foundations: a pedagogical foundation focused on how students learn with AI, an adaptive foundation focused on how AI learns about students, and a responsible design foundation ensuring systems remain transparent, accountable, inclusive, and secure. The framework is illustrated through five case studies spanning diverse educational contexts, levels, and tool designs, revealing both the promise and current limitations of existing tools. We conclude that there is a necessary shift away from LLMs designed for task-oriented performance, and beyond simply prompting them to act as tutors, toward deliberately developed AI learning companions that are pedagogically sound, adapt to their learners, and foster durable understanding, metacognitive growth, and learner agency.

Gabrielle Wehr, Reuben Rideaux, Amaya J. Fox et al.

Artificial intelligence systems are transforming scientific discovery by accelerating specific research tasks, from protein structure prediction to materials design, yet remain confined to narrow domains requiring substantial human oversight. The exponential growth of scientific literature and increasing domain specialisation constrain researchers' capacity to synthesise knowledge across disciplines and develop unifying theories, motivating exploration of more general-purpose AI systems for science. Here we show that a domain-agnostic, agentic AI system can independently navigate the scientific workflow - from hypothesis generation through data collection to manuscript preparation. The system autonomously designed and executed three psychological studies on visual working memory, mental rotation, and imagery vividness, executed one new online data collection with 288 participants, developed analysis pipelines through 8-hour+ continuous coding sessions, and produced completed manuscripts. The results demonstrate the capability of AI scientific discovery pipelines to conduct non-trivial research with theoretical reasoning and methodological rigour comparable to experienced researchers, though with limitations in conceptual nuance and theoretical interpretation. This is a step toward embodied AI that can test hypotheses through real-world experiments, accelerating discovery by autonomously exploring regions of scientific space that human cognitive and resource constraints might otherwise leave unexplored. It raises important questions about the nature of scientific understanding and the attribution of scientific credit.