Digital educational tools have transformed how students access information, yet digital learning can often feel passive. Interactive, engaging, multimodal practice has great potential but remains out of reach—expensive to create, limited in number, and requiring more effort from teachers. We wanted to see if AI could help close this gap.

Today, we’re sharing our latest research which pushes the frontiers of interactive learning. Our new research experiment allows educators to create custom, interactive, guided educational simulations. These learning interactives are tailored to the teacher’s objectives and curriculum, and are generated dynamically, leveraging a novel application of generative user interfaces (Gen UI) optimized for learning.

Having received initial positive teacher feedback from a trusted tester pool, we’re also releasing a sample library of over 30 learning interactives in English for STEM subjects including physics, chemistry, biology, and math with a focus on middle and high school. These are all generated by AI and reviewed by teachers. Schools using Google Workspace for Education can sign up to provide feedback through the Google for Education Pilot Program.

Learning is not a spectator sport. From John Dewey, who argued in 1916 that we should “give the pupils something to do,” to Jean Piaget, whose work showed how learners construct knowledge, it is well established that students learn better through active engagement. Modern cognitive research, such as the ICAP framework, affirms that interactive behaviors yield deeper schema construction and long-term retention than passive listening or reading. Active learning is fundamental to Learn LM, Google’s family of generative AI models fine-tuned for education released in 2024, and was explored in a 2025 Learn Your Way research experiment.

To make this possible, we turned to generative UI, where AI models dynamically construct user interfaces rather than requiring those interfaces to be coded in advance. We explored how to optimize generative interfaces for deeper educational journeys as opposed to quick interactions. By using carefully guided instructional design and pedagogical guardrails, we want to empower teachers to create their own interactive environments—tailored to their curriculum and adapted to their contextual inputs.