Generative AI in education and research: A systematic mapping review

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Education Pub Date : 2024-08-13 DOI:10.1002/rev3.3489

Abdullahi Yusuf, Nasrin Pervin, Marcos Román‐González, Norah Md Noor

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引用次数: 0

Abstract

Given the potential applications of generative AI (GenAI) in education and its rising interest in research, this systematic review mapped the thematic landscape of 407 publications indexed in the Web of Science, ScienceDirect and Scopus. Using EPPI Reviewer, publication type, educational level, disciplines, research areas and applications of GenAI were extracted. Eight discursive themes were identified, predominantly focused on ‘application, impact and potential’, ‘ethical implication and risks’, ‘perspectives and experiences’, ‘institutional and individual adoption’, and ‘performance and intelligence’. GenAI was conceptualised as a tool for ‘pedagogical enhancement’, ‘specialised training and practices’, ‘writing assistance and productivity’, ‘professional skills and development’, and as an ‘interdisciplinary learning tool’. Key gaps highlighted include a paucity of research and discussions on GenAI in K‐12 education; a limited exploration of GenAI's impact using experimental procedures; and a limited exploration of the potential and ethical concerns of GenAI from the lens of cultural dimensions. Promising opportunities for future research are highlighted.

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生成式人工智能在教育和研究中的应用：系统性图谱审查

鉴于生成式人工智能（GenAI）在教育领域的潜在应用及其在研究中日益增长的兴趣，本系统性综述对科学网、ScienceDirect 和 Scopus 索引的 407 篇出版物进行了专题分析。利用 EPPI Reviewer，提取了 GenAI 的出版物类型、教育水平、学科、研究领域和应用。确定了八个讨论主题，主要集中在 "应用、影响和潜力"、"伦理影响和风险"、"观点和经验"、"机构和个人采用 "以及 "绩效和智能"。GenAI 被视为 "教学改进"、"专业培训和实践"、"写作帮助和生产率"、"专业技能和发展 "的工具，以及 "跨学科学习工具"。强调的主要差距包括：有关 K-12 教育中 GenAI 的研究和讨论很少；利用实验程序对 GenAI 影响的探索有限；从文化维度对 GenAI 的潜力和伦理问题的探索有限。本文强调了未来研究的良好机遇。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

8.30%

发文量