Teacher-Mediated Multimodal Platform and Math Achievement: Evidence from Goblins' Yearlong District Implementation

Despite the rapid adoption of AI-powered learning tools in K–12 classrooms, there is limited evidence about their effectiveness in improving student learning. This paper examines the usage of Goblins—a teacher-mediated multimodal AI math platform that allows students to type, draw, and speak while receiving personalized feedback—and how that usage associates with middle school math achievement. The study took place in a large Arizona school district where Goblins was offered to all middle grade math teachers in the 2025–26 school year. Using a weighted propensity design, we find that Goblins usage is associated with a 0.11 standard deviation increase in MAP math scores within the district where students in the highest usage group demonstrate a growth of 0.31 standard deviations. These results contribute to emerging research that examines the extent to which sustained engagement with AI-powered tutoring can improve math achievement.