A recent systematic literature review titled "A Systematic Literature Review of Empirical Research on Applying Generative Artificial Intelligence in Education" was published in the journal Frontiers of Digital Education by researchers from Peking University and Monash University.
The study analyzed 48 empirical research articles on the application of Generative AI (GenAI) in education, revealing its advantages and challenges. GenAI, unlike traditional AI, can understand and generate natural language, offering significant potential in educational contexts.
The review utilized the PRISMA guidelines, covering various educational stages including higher education and K-12. It categorized research into four main areas: learning support, teaching support, feedback and assessment, and ethical issues related to GenAI.
Findings indicated that GenAI can assist students in completing tasks and provide personalized learning materials, while also alleviating teachers' workloads. However, challenges such as hallucinations, overgeneralization, and ethical concerns regarding academic integrity were noted.
Future research directions include enhancing AI literacy, integrating AI into educational practice, and ensuring rigorous methodologies in GenAI applications.
This review contributes to ongoing discussions about the transformative potential of AI in education, emphasizing the need for careful consideration of its implications.