{
  "generated_at": "2026-02-13T00:00:00+00:00",
  "items": [
    {
      "id": "vibe-han2025-genai-meta",
      "title": "The Impact of Generative Artificial Intelligence on Learning Outcomes",
      "authors": [
        "Xian Han",
        "et al."
      ],
      "year": 2025,
      "source_type": "meta-analysis",
      "publisher_or_journal": "Educational Research Review",
      "doi": "10.1016/j.edurev.2025.100714",
      "url": "https://doi.org/10.1016/j.edurev.2025.100714",
      "clusters": [
        "grundlagen-abgrenzung",
        "kompetenzen-progression-sek-i",
        "chancen-motivation-differenzierung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Meta-analytische Befunde zeigen lernförderliche Effekte, wenn KI-Integration didaktisch geführt und nicht als Vollersatz genutzt wird.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-kosmyna2025-cognitive-debt",
      "title": "Your Brain on ChatGPT: Accumulation of Cognitive Debt",
      "authors": [
        "Nataliya Kosmyna",
        "et al."
      ],
      "year": 2025,
      "source_type": "experimental-study",
      "publisher_or_journal": "MIT Media Lab / arXiv",
      "doi": "",
      "url": "https://arxiv.org/abs/2506.08872",
      "clusters": [
        "lernpsychologie-scaffolding",
        "risiken-deskilling-divide"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Die Studie weist auf verringerte tiefe Verarbeitung bei unreflektierter Volldelegation an LLMs hin.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-kapur2016-productive-failure",
      "title": "Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning",
      "authors": [
        "Manu Kapur"
      ],
      "year": 2016,
      "source_type": "experimental-study",
      "publisher_or_journal": "Educational Psychologist",
      "doi": "10.1207/s15326985ep4103_1",
      "url": "https://doi.org/10.1207/s15326985ep4103_1",
      "clusters": [
        "lernpsychologie-scaffolding",
        "assessment-integrity"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Produktive Reibung ist zentral für tiefes Lernen und darf durch KI-Effizienz nicht komplett verdrängt werden.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-navasbonilla2025-sdl",
      "title": "The Future of Education: Self-Directed Learning with AI",
      "authors": [
        "Ana Navas-Bonilla",
        "et al."
      ],
      "year": 2025,
      "source_type": "systematic-review",
      "publisher_or_journal": "Future Internet",
      "doi": "10.3390/fi17080366",
      "url": "https://doi.org/10.3390/fi17080366",
      "clusters": [
        "kompetenzen-progression-sek-i",
        "schulische-implementierung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Selbstreguliertes Lernen mit KI benötigt klare didaktische Steuerung und Verifikationsroutinen.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-wmu-critical-thinking",
      "title": "AI and Critical Thinking in Education",
      "authors": [
        "Western Michigan University Teaching and Learning"
      ],
      "year": 2025,
      "source_type": "practice-guide",
      "publisher_or_journal": "WMU",
      "doi": "",
      "url": "https://wmich.edu/sites/default/files/attachments/u3705/2024/AI%20and%20Critical%20Thinking%20in%20Education.pdf",
      "clusters": [
        "debugging-code-reading",
        "assessment-integrity"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Didaktische Muster zur Förderung von Verifikation und kritischem Denken trotz KI-Unterstützung.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-unesco2024-guidance",
      "title": "Guidance for Generative AI in Education and Research",
      "authors": [
        "UNESCO"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "UNESCO",
      "doi": "10.54675/EWZM9535",
      "url": "https://doi.org/10.54675/EWZM9535",
      "clusters": [
        "assessment-integrity",
        "schulische-implementierung",
        "leitplanken-forschungsbedarf"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Internationale Leitlinien für sichere, lernwirksame KI-Integration mit Fokus auf Verantwortung und Governance.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-edpb2024-opinion",
      "title": "Opinion 28/2024 on Certain Data Protection Aspects Related to AI Models",
      "authors": [
        "European Data Protection Board"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "EDPB",
      "doi": "",
      "url": "https://www.edpb.europa.eu/our-work-tools/our-documents/opinion-board-art-64/opinion-282024-certain-data-protection-aspects_en",
      "clusters": [
        "datenschutz-recht-sicherheit"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Konkretisiert Datenschutzanforderungen an KI-Modelle inklusive Zweckbindung und Verantwortlichkeit.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-cdip-ai-position",
      "title": "EDK/CDIP: Künstliche Intelligenz in der Bildung",
      "authors": [
        "EDK/CDIP"
      ],
      "year": 2024,
      "source_type": "policy",
      "publisher_or_journal": "CDIP",
      "doi": "",
      "url": "https://www.cdip.ch/fr/themes/num%C3%A9rique/intelligence-artificielle",
      "clusters": [
        "datenschutz-recht-sicherheit",
        "schulische-implementierung"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Schweizer Orientierungsrahmen für KI-Integration, Zuständigkeiten und Bildungssteuerung.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-oecd-ai-skills",
      "title": "AI and the Future of Skills",
      "authors": [
        "OECD"
      ],
      "year": 2024,
      "source_type": "policy-report",
      "publisher_or_journal": "OECD",
      "doi": "",
      "url": "https://www.oecd.org/en/topics/artificial-intelligence-and-education.html",
      "clusters": [
        "kompetenzen-progression-sek-i",
        "schulische-implementierung",
        "leitplanken-forschungsbedarf"
      ],
      "evidence_strength": "hoch",
      "summary_de": "Kompetenzpolitischer Referenzrahmen für AI Literacy und zukunftsrelevante Fähigkeiten.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-stanford-hai-education",
      "title": "Stanford HAI: Education and AI Research",
      "authors": [
        "Stanford HAI"
      ],
      "year": 2025,
      "source_type": "research-program",
      "publisher_or_journal": "Stanford University",
      "doi": "",
      "url": "https://hai.stanford.edu/research/education",
      "clusters": [
        "grundlagen-abgrenzung",
        "schulische-implementierung"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Kuratierte Forschungsübersicht zu Chancen und Grenzen von KI in Bildungskontexten.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-schoolai-privacy-questions",
      "title": "10 Questions Every School Should Ask About AI Data Privacy",
      "authors": [
        "SchoolAI"
      ],
      "year": 2026,
      "source_type": "practice-guide",
      "publisher_or_journal": "SchoolAI",
      "doi": "",
      "url": "https://schoolai.com/blog/10-questions-every-school-should-ask-about-ai-data-privacy",
      "clusters": [
        "datenschutz-recht-sicherheit"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Pragmatisches Prüfschema für Datenschutzentscheidungen bei schulischen KI-Anwendungen.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-younis2024-pd",
      "title": "Effectiveness of a Professional Development Program for AI Literacy",
      "authors": [
        "Younis",
        "et al."
      ],
      "year": 2024,
      "source_type": "quasi-experiment",
      "publisher_or_journal": "Journal of Digital Learning in Teacher Education",
      "doi": "",
      "url": "https://www.tandfonline.com/journals/ujdl20",
      "clusters": [
        "schulische-implementierung",
        "leitplanken-forschungsbedarf"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Fortbildungsdesigns mit AI-Literacy-Fokus zeigen messbare Kompetenzgewinne bei Lehrpersonen.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-et-rd-journal",
      "title": "Educational Technology Research and Development",
      "authors": [
        "AECT"
      ],
      "year": 2026,
      "source_type": "journal",
      "publisher_or_journal": "Springer",
      "doi": "",
      "url": "https://link.springer.com/journal/11423",
      "clusters": [
        "debugging-code-reading",
        "leitplanken-forschungsbedarf"
      ],
      "evidence_strength": "mittel",
      "summary_de": "Breites Forschungsfeld zu instructional design und Wirksamkeit von Technologieeinsatz im Unterricht.",
      "verified_at": "2026-02-13",
      "status": "verified"
    },
    {
      "id": "vibe-pair-programming-2025",
      "title": "AI-assisted Pair Programming: Motivation and Performance in School Contexts",
      "authors": [
        "unbekannt (Berichtsbezug)"
      ],
      "year": 2025,
      "source_type": "quasi-experiment",
      "publisher_or_journal": "International Journal of STEM Education",
      "doi": "",
      "url": "https://stemeducationjournal.springeropen.com/",
      "clusters": [
        "chancen-motivation-differenzierung",
        "assessment-integrity"
      ],
      "evidence_strength": "begrenzt",
      "summary_de": "Im Bericht referenzierter Effekt auf Motivation und Performance; bibliografische Verifikation steht noch aus.",
      "verified_at": "2026-02-13",
      "status": "pending"
    },
    {
      "id": "vibe-socratic-guidance-2025",
      "title": "Socratic Guidance in LLM-based Programming Support",
      "authors": [
        "unbekannt (Berichtsbezug)"
      ],
      "year": 2025,
      "source_type": "experimental-study",
      "publisher_or_journal": "arXiv / Preprint",
      "doi": "",
      "url": "https://arxiv.org/",
      "clusters": [
        "lernpsychologie-scaffolding",
        "chancen-motivation-differenzierung"
      ],
      "evidence_strength": "begrenzt",
      "summary_de": "Im Bericht genannter Befund zu besseren pädagogischen Ergebnissen durch sokratische statt direkte Hilfen; Details pending.",
      "verified_at": "2026-02-13",
      "status": "pending"
    }
  ]
}