Education and Information Technologies 2024
Empowering education development through AIGC: A systematic literature review
Corresponding author: Chengliang Wang
DOI 10.1007/s10639-024-12549-7
First published online: 2024-02-29.Issue publication: 2024-09.
Research summary
This systematic review examines 134 publications retrieved from EBSCO, EI Compendex, Scopus and Web of Science. It maps educational uses of AIGC across performance assessment, instructional applications, learning outcomes, advantages and disadvantages, and future prospects. Grounded-theory analysis informs an account of application scenarios and a research agenda.
Study design.
Systematic literature review of 134 publications from four databases, supplemented by grounded-theory analysis.
Abstract
As an exemplary representative of AIGC products, ChatGPT has ushered in new possibilities for the field of education. Leveraging its robust text generation and comprehension capabilities, it has had a revolutionary impact on pedagogy, learning experiences, personalized education and other aspects. However, to date, there has been no comprehensive review of AIGC technology’s application in education. In light of this gap, this study employs a systematic literature review and selects 134 relevant publications on AIGC’s educational application from 4 databases: EBSCO, EI Compendex, Scopus, and Web of Science. The study aims to explore the macro development status and future trends in AIGC’s educational application. The following findings emerge: 1) In the AIGC’s educational application field, the United States is the most active country. Theoretical research dominates the research types in this domain; 2) Research on AIGC’s educational application is primarily published in journals and academic conferences in the fields of educational technology and medicine; 3) Research topics primarily focus on five themes: AIGC technology performance assessment, AIGC technology instructional application, AIGC technology enhancing learning outcomes, AIGC technology educational application’s Advantages and Disadvantages analysis, and AIGC technology educational application prospects. 4) Through Grounded Theory, the study delves into the core advantages and potential risks of AIGC’s educational application, deconstructing the scenarios and logic of AIGC’s educational application. 5) Based on a review of existing literature, the study provides valuable future agendas from both theoretical and practical application perspectives. Discussing the future research agenda contributes to clarifying key issues related to the integration of AI and education, promoting more intelligent, effective, and sustainable educational methods and tools, which is of great significance for advancing innovation and development in the field of education.
Research context
How has early research organized the educational applications of AI-generated content?
Use this review to frame the early AIGC-in-education literature, organize application categories and identify research questions. Its coverage reflects the literature available to the published 2024 review.
AIGC · generative AI in education · systematic review · research agenda
中文研究介绍
研究综合来自EBSCO、EI Compendex、Scopus和Web of Science的134篇文献，梳理AIGC在教育中的性能评价、教学应用、学习效果、优势与不足及发展前景，并结合扎根理论分析应用场景与后续研究议程。
Read and cite
Chen, X., Hu, Z., & Wang, C. (2024). Empowering education development through AIGC: A systematic literature review. Education and Information Technologies, 29(13), 17485-17537. https://doi.org/10.1007/s10639-024-12549-7