Applications of Artificial Intelligence in History Education: A Systematic Literature Review

Abstract

Historical education requires not only the transmission of factual knowledge but also the cultivation of critical thinking and historical interpretation skills. The advent of artificial intelligence (AI) presents new prospects for improving teaching and learning in this field. This study presents a systematic review of 18 empirical studies on the use of AI in history education, conducted following the PRISMA framework.The results indicate that, firstly, the existing studies varied in design, predominantly utilizing qualitative or mixed methods with a focus on middle school and college students. Secondly, AI tools, including general large language models like ChatGPT and specialized tools for historical education, were commonly employed. And their functions in teaching cover a wide range, from knowledge imparting and understanding to exploration, feedback, and assessment, permeating the entire process of classroom learning. Thirdly, the research finds that the application of AI enhances students’ cognitive, emotional, and behavioral abilities. However, it also faces significant challenges such as technical thresholds and insufficient reliability of generated content. This review reveals the potential and limitations of AI application in historical education. Future research can optimize research methods, enhance the evaluation of AI-generated content, and emphasize AI’s role in supporting teachers’ instructional design and professional development.

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