Grounded in Learning Science

Grounded in the Science of Learning

Foundations of the Framework

The IXR measurement framework is grounded in established research from learning science, cognitive psychology, and instructional design. Rather than introducing speculative constructs, IXR operationalizes well-documented learning behaviors in a way that is observable, ethical, and appropriate for educational environments. Our approach ensures that technology serves to amplify proven pedagogical principles.

AI within IXR supports the observation and organization of learning behaviors at scale. It does not introduce new psychological models or infer internal states, ensuring alignment with both research standards and ethical practice.

Think, Perform, grow.

Core Research Domains

Our framework aligns with established research in the following domains:
Metacognition
Research consistently shows that learners who monitor and adapt their thinking demonstrate deeper understanding and longer-term retention. IXR focuses on how learners reflect, adjust strategies, and evaluate their approaches over time.
Self-Regulated Learning
Effective learners actively manage their cognitive resources. The framework is informed by research describing behaviors associated with planning, monitoring, and adjustment during learning.
Strategy Use and Transfer
The ability to select and apply different strategies is a hallmark of durable learning. IXR considers patterns related to the diversity and application of these strategies across different contexts.
Cognitive Flexibility
Learners must be able to shift their thinking when faced with new information. We focus on research regarding how students restructure their understanding or correct their path when they encounter productive friction.
Meaning-Making and Synthesis
Deep learning requires the integration of new information into existing mental models. Our alignment focuses on research describing how students articulate relationships and interdependencies within a system.
Productive Struggle and Regulation
Learning science emphasizes that growth occurs in the zone between ease and frustration. IXR considers the behaviors that occur during moments of challenge to help ensure they remain productive.
The Intelligence Layer

Alignment to Instructional Practice

The IXR framework does not require new pedagogical belief systems. Instead, it aligns with the instructional models that districts already value:

  • Formative Assessment Principles: Providing descriptive insights that inform the next step of instruction.
  • Zone of Proximal Development: Used as a conceptual instructional lens, not as a diagnostic classification.
  • Inquiry-Based Learning: Supporting environments where curiosity drives the learning process.

Explicit Instruction: Assisting the gradual release of responsibility from teacher to student.

Think, Perform, grow.

The Longitudinal Perspective

Research across the learning sciences emphasizes that growth is best understood through patterns across time rather than isolated moments. IXR’s framework reflects this consensus by prioritizing stability and trend-based interpretation. By looking at a student’s thinking across multiple sessions, we provide a reliable narrative of development that a single observation cannot capture.

What IXR Does Not Claim

To preserve research integrity and prevent misuse, IXR maintains strict limits on what its framework is designed to do. IXR explicitly does not claim to:

Diagnose learning differences or mental health conditions.
Predict future standardized test achievement.
Assess fixed intelligence or innate ability.
Replace the expert evaluation of a classroom teacher.
Make automated high-stakes decisions about student placement.
A learning system

A Living Framework

IXR’s research alignment is reviewed regularly as the field of cognitive science evolves. The framework is designed to remain grounded in consensus research while adapting responsibly to new findings.