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Meta-Analysis of Artificial Intelligence in Education

Author

Listed:
  • Jincheng Zhang
  • Thada Jantakoon
  • Rukthin Laoha

Abstract

This meta-analysis examined the effectiveness of artificial intelligence (AI) technologies in educational settings through a systematic review of 13 empirical studies conducted across eight countries. We analysed the impact of various AI technologies on educational outcomes using PRISMA guidelines and multiple analytical approaches, including novel applications of Naive Bayes, TF-IDF, and BERT-based algorithms. The overall analysis revealed a significant positive effect size (Hedges' g = 0.86, 95% CI [0.45, 1.27], p < 0.0001), indicating substantial benefits of AI integration in education. Particularly noteworthy were the effects of chatbots and generative AI (effect size = 1.02, 95% CI [0.45, 1.59], p < 0.0001), which demonstrated the most substantial positive impact on student learning outcomes. Online learning and virtual reality applications showed moderate positive effects (effect size = 0.79, 95% CI [-0.04, 1.62], p < 0.07) while learning management systems and AI platforms demonstrated promising but more modest impacts (effect size = 0.62, 95% CI [0.03, 1.21], p < 0.05). Although significant heterogeneity was observed across studies (I² ranging from 54.03% to 93.23%), the consistent positive effects across different educational contexts suggest the robust potential of AI technologies in enhancing educational practices. Implementing a novel weighted hybrid model, combining random and fixed effects approaches, provided additional methodological insights for analysing educational technology effectiveness. These findings provide empirical support for integrating AI technologies in educational settings while highlighting the importance of considering specific contextual factors and implementation strategies for optimal outcomes.

Suggested Citation

  • Jincheng Zhang & Thada Jantakoon & Rukthin Laoha, 2025. "Meta-Analysis of Artificial Intelligence in Education," Higher Education Studies, Canadian Center of Science and Education, vol. 15(2), pages 189-189, May.
    • Handle: RePEc:ibn:hesjnl:v:15:y:2025:i:2:p:189
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    References listed on IDEAS

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    1. Xinjie Deng & Zhonggen Yu, 2023. "A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education," Sustainability, MDPI, vol. 15(4), pages 1-19, February.
    2. Bing Chen & Yunqing Wang & Lianghui Wang, 2022. "The Effects of Virtual Reality-Assisted Language Learning: A Meta-Analysis," Sustainability, MDPI, vol. 14(6), pages 1-18, March.
    3. Farhan Mohammed Alshammary & Waleed Salim Alhalafawy, 2023. "Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis," Sustainability, MDPI, vol. 15(2), pages 1-21, January.
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    Cited by:

    1. Osman Koroglu, 2026. "Algorithmic pedagogies in the attention economy: AIXR, employability, and the global AI arms race," Romanian Journal of Economics, Institute of National Economy, vol. 62(1(71)), pages 111-143, June.

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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