University and college research

These are findings our partners produced, or that independent researchers produced about them. Where a number measures engagement or satisfaction rather than an outcome, it is grouped as such. The evidence page explains why that line matters more than the size of any one figure.

Studiosity use was associated with a weighted average retention uplift of 8.8 percentage points against non-users, across seven universities in Australia, New Zealand and the United Kingdom, independently modelled by Nous Group in 2026.

Studiosity's return on investment across seven partner universities in Australia, New Zealand and the United Kingdom was a weighted average of 7.3x, independently modelled by Nous Group in 2026.

Method. The analysis drew on enrolment, usage and retention records for 21,593 Studiosity users and 134,202 non-users across seven universities, two in Australia, one in New Zealand, four in the United Kingdom.

Method. The estimate applies a 50 per cent attribution factor and caps cohort retention uplift at 10 per cent.

Method. Applying the 50 per cent attribution factor gives a weighted average retention uplift of 4.7 percentage points, the figure the 7.3x return is built on.

Scope. Measured across the Studiosity Plus service as delivered 2024–25, seven universities, 21,593 Studiosity users.

Across six UK universities, writing scores improved most in text analysis, by over 10 points, and essays, by over 6 points.

In Georgia State University's Fall 2025 pilot, students who used Studiosity recorded a DFW rate of around 8%, against 38.9% for non-users in the same classes.

At QUT (2024), 84% of students felt more confident after using the service. At the University of Greenwich (2024), satisfaction ran at 85%. At the University of Canberra, 80% of students found the feedback similar to, or clearer and more effective than, human feedback.

At the University of Toronto (2025), 71% agreed the service improved their awareness of, and adherence to, academic integrity.

Where partners publish access and engagement counts, they say how many students could reach the service and did, not what changed for them. Those are different questions, and this page keeps them apart.