Review examines gender differences in generative artificial intelligence use for assisted learning, highlighting key outcomes and ethical implications.
With the development of Generative Artificial Intelligence (GAI), the use of GAI to assist learning among university students has become increasingly common. However, there are limited academic researches on the gender differences in the use of GAI for assisted learning among university students. This paper systematically reviews relevant domestic and international literature from 2023 to 2025 using bibliometric and content analysis methods, revealing the existence of gender differences. Previous studies have mainly focused on four aspects: usage of GAI, attitude toward using GAI, learning outcomes and efficiency, and ethical value judgement. Therefore, this paper will elaborate on these differences in detail, providing an in-depth analysis of how students of different genders perform when utilizing GAI for learning, with the aim of offering insights for promoting the rational application of GAI in higher education.
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Wen Sun (2025) studied this question.
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