# Guidelines for Designing AI Technologies to Support Adult Learning

arXiv: https://arxiv.org/abs/2605.04616 · HTML: https://mlsanity.com/paper/2605.04616/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 5 of its 88 references that are in the map.
- First posted on arXiv 6 May 2026.

## Builds on (most cited first, 5 of 5)

- [Jill Watson: A Virtual Teaching Assistant powered by ChatGPT](https://mlsanity.com/paper/2405.11070/) (2024)
- [Beyond Final Answers: Evaluating Large Language Models for Math Tutoring](https://mlsanity.com/paper/2503.16460/) (2025)
- [How Far Are We? The Triumphs and Trials of Generative AI in Learning Software Engineering](https://mlsanity.com/paper/2312.11719/) (2023)
- [Apprentice Tutor Builder: A Platform For Users to Create and Personalize Intelligent Tutors](https://mlsanity.com/paper/2404.07883/) (2024)
- [Intelligent Tutors Beyond K-12: An Observational Study of Adult Learner Engagement and Academic Impact](https://mlsanity.com/paper/2502.16613/) (2025)

## Built on by (most cited first, 1 of 1)

- [AI-accelerated End-to-End Framework for Rapid Professional Upskilling](https://mlsanity.com/paper/2607.14044/) (2026)

## Abstract (arXiv)

AI-powered educational technologies have demonstrated measurable benefits for learners, but their design and evaluation have largely centered on K-12 contexts. As a result, many AI-supported learning systems remain poorly aligned with the needs, constraints, and goals of adult learners. To better understand how AI systems function in adult education, this paper examines the deployment of several AI learning technologies developed within a multidisciplinary, national research institute in the United States focused on adult learning and online education. Drawing on longitudinal deployment data, we conducted a reflexive thematic analysis to identify recurring challenges and design considerations across systems. These insights were synthesized into a set of 19 design guidelines intended to inform future AI-supported adult learning technologies. We demonstrate the utility of these guidelines through a heuristic evaluation of the deployed systems. Lastly, we present a guideline exploration tool that aids in the ideation of technologies by connecting the guidelines to stakeholder statements surfaced in the analysis process.