Student Engagement and Teacher Perceived Support in <scp>STEAM</scp> Education Using Generative <scp>AI</scp> : A Systematic Review and Direction for Future Research

Abstract

ABSTRACT The emergence of generative AI (GenAI), such as ChatGPT, in education reconceptualizes the realm and is novel to researchers and practitioners alike. Over the past few years, systematic reviews of the impact of GenAI on education have increased, focusing on language education and general education. Such reviews may overlook other integrated disciplines. This impact can be reflected in student engagement (learning outcomes) and teacher perspectives. In response, this review aims to investigate the impact of integrating GenAI on student engagement and teacher‐perceived support in science, technology, engineering, art, and mathematics (STEAM) education. It used a thematic analysis approach to examine relevant articles published over the past 5 years (2020–2024). The findings suggest 11 constructs on how GenAI tools affect the development of student cognitive, behavioral, and emotional engagement. They also suggest three themes about how STEAM teachers felt about GenAI tools—attitude, pedagogy, and 21st‐century skills. We used the findings to suggest recommendations for future directions of GenAI research.

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