Abstract
The rapid advancement of artificial intelligence (AI) is pervasive across numerous fields, including education. However, previous literature reviews have not thoroughly examined the current trends in research design pertaining to AI-assisted learning, nor have they sufficiently addressed the roles of AI applications and teachers within this domain, or the prevailing AI technology trends employed in educational settings. Therefore, this review aims to address these gaps by offering a comprehensive understanding of the presentday scenario of AI integration within education, delving into the roles of both AI technologies and teachers in facilitating AI-assisted learning. Utilizing the PRISMA guidelines and specific keywords, a total of 32 articles spanning from January 2019 to May 2023 were meticulously selected for analysis. The findings demonstrate a substantial increase in AI research within education, particularly focused on enhancing English as a Foreign Language (EFL) learning. Most studies involve higher education students, typically with participant counts ranging from 1 to 50 per study. Common application frameworks such as Dialogflow and OpenAI are prevalent, predominantly utilizing text inputs, with limited exploration of voice, image, or mixed inputs. The review underscores the various roles AI applications can serve, including teaching agent, peer agent, virtual student, and teaching assistant. While certain articles acknowledge the teacher’s roles as facilitator, assessor, and instructor, there may be additional roles that teachers could undertake when students engage with AI applications. Therefore, specifying the teacher’s role in studies involving student use of AI applications is essential to enhance their effectiveness and refine instructional design.
Keywords
References
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Details
| Primary Language | English |
|---|---|
| Subjects | Measurement and Evaluation in Education (Other) |
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2025 |
| Submission Date | November 26, 2024 |
| Acceptance Date | February 10, 2025 |
| Published in Issue | Year 2025 Volume: 26 Issue: 4 |