This study evaluates the impact of Rori, an AI powered conversational math tutor accessible via WhatsApp, on the math performance of approximately 1,000 students in grades 3-9 across 11 schools in Ghana. Each school was assigned to a treatment group or control group; the students in the control group continued their regular math instruction, while students in the treatment group engaged with Rori, for two 30-minute sessions per week over 8 months in addition to regular math instruction. We find that the math growth scores were substantially higher for the treatment group with an effect size of 0.37, and that the results were statistically significant (p < 0.001). The fact that Rori works with basic mobile devices on low-bandwidth data networks gives the intervention strong potential to support personalized learning on other low-and-middle-income countries (LMICs), where laptop ownership and high-speed internet - prerequisite for many video-centered learning platforms - remain extremely limited. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, and future research is necessary to better understand which conditions are necessary for successful implementation, they do suggest that chat-based tutoring solutions leveraging artificial intelligence could offer a costeffective approach to enhancing learning outcomes for millions of students globally.

翻译：本研究评估了Rori（一款基于WhatsApp的AI对话式数学导师）对加纳11所学校约1000名3-9年级学生数学表现的影响。每所学校被分配至实验组或对照组：对照组学生继续常规数学教学，而实验组学生在常规教学之外，每周参与两次30分钟的Rori辅导，持续8个月。研究发现，实验组的数学成长分数显著更高，效应量为0.37，且结果具有统计学显著性（p < 0.001）。Rori能够在低带宽数据网络的基础移动设备上运行，这一特性使该干预措施在笔记本电脑拥有率低、高速互联网（许多以视频为中心的学习平台的前提条件）极为有限的其他中低收入国家，具有支持个性化学习的巨大潜力。尽管研究结果需审慎解读（仅报告干预第一年的数据，且需进一步研究以明确成功实施的必要条件），但确实表明，基于聊天机器人、利用人工智能的辅导方案可能为提升全球数百万学生的学习成效提供一种经济有效的途径。