Dies ist eine Übersichtsseite mit Metadaten zu dieser wissenschaftlichen Arbeit. Der vollständige Artikel ist beim Verlag verfügbar.
Exploring the Impact of Generative AI-Powered Conversational Agents on Student Learning: A Systematic Review and Meta-Analysis Grounded in Activity Theory
0
Zitationen
4
Autoren
2026
Jahr
Abstract
Grounded in activity theory, this study conducted a systematic review and meta-analysis, following PRISMA guidelines, to evaluate the impact of generative AI-powered conversational agents on students’ learning outcomes in both cognitive and non-cognitive skills. Twenty-seven empirical studies published between 2022 and 2025 were analyzed. The results revealed that generative AI-powered conversational agents had moderately positive effects on both cognitive ( g = 0.462, p < .001) and non-cognitive skills ( g = 0.519, p < .001). Moderator analyses identified several contextual variables—educational levels, knowledge types, intervention durations, agent roles, and instructional modes—as significant or marginally significant. These findings offer practical implications for educators, developers, and researchers, aiming to enhance the effectiveness of generative AI-powered conversational agents in improving learning outcomes in educational settings.
Ähnliche Arbeiten
Proceedings of the 19th International Joint Conference on Artificial Intelligence
2005 · 5.776 Zit.
An Experiment in Linguistic Synthesis with a Fuzzy Logic Controller
1999 · 5.632 Zit.
An experiment in linguistic synthesis with a fuzzy logic controller
1975 · 5.563 Zit.
A FRAMEWORK FOR REPRESENTING KNOWLEDGE
1988 · 4.548 Zit.
Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy
2023 · 3.360 Zit.