What We Do

We study what our work changes for students and staff, and share the results. This page brings together our projects and services that various Schools and Colleges use, and our publications.

Projects · Services · Publications

Projects

Work we have built and run with Schools, and what it changed.

Note: In accordance with the University Data Governance Framework, personally identifiable information of students and staff are masked and safeguarded. These confidential data are highly restricted and only available to those with the appropriate access rights.

Services

Services we are currently building for Schools, Colleges, and University leadership. To discuss one for your School or course, see Learning Analytics or Pedagogical Applications.

Course and Programme Design Support

We build tools that check a course's documentation against NTU's principles for teaching and assessment. Suggestions are a starting point for discussion, and the design stays with the person who teaches it.

Publications

Peer-reviewed studies of what our work changes for students. Some highlights:

Early support reaches students sooner. Prediction models identify students likely to need academic support before a semester begins. At MAE, most students the school contacted improved their GPA. Qiu, Khong & Lim (2024), ISCAS · Qiu et al. (2023), IEEE Transactions on Learning Technologies

AI learning assistants can produce learning gains. A systematic evaluation of course-based AI assistants measured learning gains, engagement and student perceptions. Related work shows how students regulate their own learning with a Socratic assistant. Qiu et al. (2025), Computers 14, 270 · Lai et al. (2025), Journal of Learning Analytics

Career preparation raises skill-gap awareness. A pretest–posttest study found that AI-assisted career preparation increased students’ awareness of their own skill gaps. Lai et al. (2026), Education Sciences 16(5), 689 · Lai et al. (2025), Education Sciences 15(1), 40

See all our publications →