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One year after the release of ChatGPT, the literature on its usage in education has proliferated at a rapid pace. The present paper reviews the literature on generative artificial intelligence in education, providing a narrative account of the themes emerging from the burgeoning field. The review covers 121 peer-reviewed articles, analyzed through a two-stage inductive/deductive coding process. Findings are organized into thirteen distinct themes that characterize the reviewed papers, including such themes as adaptation, value alignment, and the loss of critical thinking. The findings within each theme are then discussed to elicit key questions that follow from the research published to date. The paper concludes with four synthesized pathways that the literature's themes evince: staying adaptable, embracing collaboration, prioritizing human considerations, and reimagining pedagogy. Keywords: Artificial intelligence; ChatGPT; educational technologies; language models
Khan et al. (Sat,) studied this question.
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