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ERIC Number: EJ1469040
Record Type: Journal
Publication Date: 2025-Jun
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: EISSN-1573-336X
Available Date: 2025-04-24
Looking beyond the Hype: Understanding the Effects of AI on Learning
Elisabeth Bauer1; Samuel Greiff2; Arthur C. Graesser3; Katharina Scheiter4; Michael Sailer1
Educational Psychology Review, v37 n2 Article 45 2025
Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced learning and rather than assuming inherent benefits, we emphasize the role of instructional implementation and the need for systematic investigations that build on insights from existing research on the role of technology in instructional effectiveness. Building on this foundation, we introduce the ISAR model, which differentiates four types of AI effects on learning compared to learning conditions without AI, namely inversion, substitution, augmentation, and redefinition. Specifically, AI can substitute existing instructional approaches while maintaining equivalent instructional functionality, augment instruction by providing additional cognitive learning support, or redefine tasks to foster deep learning processes. However, the implementation of AI must avoid potential inversion effects, such as over-reliance leading to reduced cognitive engagement. Additionally, successful AI integration depends on moderating factors, including students' AI literacy and educators' technological and pedagogical skills. Our discussion underscores the need for a systematic and evidence-based approach to AI in education, advocating for rigorous research and informed adoption to maximize its potential while mitigating possible risks.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: US Army Futures Command, Combat Capabilities Development Command Soldier Center (DEVCOM); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: W912CG2420001; R305A200413; R305T240021
Department of Education Funded: Yes
Author Affiliations: 1University of Augsburg, Learning Analytics and Educational Data Mining, Augsburg, Germany; 2Technical University of Munich, Centre for International Student Assessment, Munich, Germany; 3University of Memphis, Department of Psychology and Institute of Intelligent Systems, Memphis, USA; 4University of Potsdam, Digital Education, Potsdam, Germany