The rapid uptake of artificial intelligence within educational contexts has transformed the nature of the learning experience; however, there is little empirical evidence on its impacts. This paper offers a review of research findings on the impact of artificial intelligence in learning performance and pedagogies based on recent systematic reviews and meta-analyses. In a meta-analysis study based on 68 experimental studies, a moderate effect was found for the use of generative artificial intelligence to improve learning performance (SMD = 0.45, 95% CI 0.43, 0.47), especially in primary and secondary schools. However, the current literature base is characterized by high heterogeneity, the preponderance of technical over causal studies, and limited durations of interventions; out of more than 1,100 articles on artificial intelligence in education, only 20 articles were deemed highly relevant causal studies . The main success factors include pedagogic scaffolding, the principle of learning embedded within technology tools utilized, and reflective training for educators.
S et al. (Thu,) studied this question.