Exploring the use of generative artificial intelligence by university students: a systematic literature review
Problem statement . Artificial intelligence (AI) has become a transformative force across various sectors, including education. The release of ChatGPT marked a pivotal shift in the educational landscape, accompanied by rapid proliferation of other generative AI (Gen-AI). Gen-AI tools have quickly be...
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| Format: | Article |
| Language: | English |
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Peoples’ Friendship University of Russia (RUDN University)
2025-03-01
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| Series: | RUDN Journal of Informatization in Education |
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| Online Access: | https://journals.rudn.ru/informatization-education/article/viewFile/43514/24571 |
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| author | Anna E. Korchak Yevgeny D. Patarakin Jamie Costley |
| author_facet | Anna E. Korchak Yevgeny D. Patarakin Jamie Costley |
| author_sort | Anna E. Korchak |
| collection | DOAJ |
| description | Problem statement . Artificial intelligence (AI) has become a transformative force across various sectors, including education. The release of ChatGPT marked a pivotal shift in the educational landscape, accompanied by rapid proliferation of other generative AI (Gen-AI). Gen-AI tools have quickly become one of the most prevalent forms of AI in higher education. This research focus highlights a need for a comprehensive examination of Gen-AI’s use. Addressing this gap is essential to developing a holistic understanding of GenAI’s role in higher education, particularly from the student perspective. Given the rapid evolution of Gen-AI technology along with its rapidly growing and often uncontrolled adoption among students, a systematic literature review is necessary to synthesise current knowledge. Methodology . This study conducted a tertiary review utilising a systematic approach outlined in the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, focusing on three key steps: search strategy and study selection, data analysis, and synthesis of findings. Data for this study was sourced from two databases: Google Scholar and Lens. These databases were chosen for their extensive coverage and accessibility, ensuring a comprehensive collection of relevant literature on AI use in higher education. The data was approached qualitatively: apriori and aposteriori codes were applied to the papers retrieved from Google Scholar. For a deeper analysis of the selected papers, we conducted a thematic analysis to identify recurring themes and patterns. Results . From the initial screening of 620 papers, 42 were selected for the final sample based on the predefined inclusion and exclusion criteria. The main uses of Gen-AI as identified in the analysed papers are summarised in the table. Conclusion. The variance in how AI is used among students -depending on their competence levels - highlights an essential consideration for educators: AI can potentially widen the gap between more and less competent learners. This observation calls for a pedagogical balance where AI supports learning without diminishing the educational rigour necessary for critical thinking and problem-solving skills. |
| format | Article |
| id | doaj-art-4c0c67567a25436e8dc7e6b18cc3d0d0 |
| institution | DOAJ |
| issn | 2312-8631 2312-864X |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Peoples’ Friendship University of Russia (RUDN University) |
| record_format | Article |
| series | RUDN Journal of Informatization in Education |
| spelling | doaj-art-4c0c67567a25436e8dc7e6b18cc3d0d02025-08-20T03:03:49ZengPeoples’ Friendship University of Russia (RUDN University)RUDN Journal of Informatization in Education2312-86312312-864X2025-03-01221375710.22363/2312-8631-2025-22-1-37-5721061Exploring the use of generative artificial intelligence by university students: a systematic literature reviewAnna E. Korchak0https://orcid.org/0000-0002-6007-3098Yevgeny D. Patarakin1https://orcid.org/0000-0002-1216-5043Jamie Costley2https://orcid.org/0000-0002-1685-3863Higher School of EconomicsHigher School of EconomicsUnited Arab Emirates UniversityProblem statement . Artificial intelligence (AI) has become a transformative force across various sectors, including education. The release of ChatGPT marked a pivotal shift in the educational landscape, accompanied by rapid proliferation of other generative AI (Gen-AI). Gen-AI tools have quickly become one of the most prevalent forms of AI in higher education. This research focus highlights a need for a comprehensive examination of Gen-AI’s use. Addressing this gap is essential to developing a holistic understanding of GenAI’s role in higher education, particularly from the student perspective. Given the rapid evolution of Gen-AI technology along with its rapidly growing and often uncontrolled adoption among students, a systematic literature review is necessary to synthesise current knowledge. Methodology . This study conducted a tertiary review utilising a systematic approach outlined in the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, focusing on three key steps: search strategy and study selection, data analysis, and synthesis of findings. Data for this study was sourced from two databases: Google Scholar and Lens. These databases were chosen for their extensive coverage and accessibility, ensuring a comprehensive collection of relevant literature on AI use in higher education. The data was approached qualitatively: apriori and aposteriori codes were applied to the papers retrieved from Google Scholar. For a deeper analysis of the selected papers, we conducted a thematic analysis to identify recurring themes and patterns. Results . From the initial screening of 620 papers, 42 were selected for the final sample based on the predefined inclusion and exclusion criteria. The main uses of Gen-AI as identified in the analysed papers are summarised in the table. Conclusion. The variance in how AI is used among students -depending on their competence levels - highlights an essential consideration for educators: AI can potentially widen the gap between more and less competent learners. This observation calls for a pedagogical balance where AI supports learning without diminishing the educational rigour necessary for critical thinking and problem-solving skills.https://journals.rudn.ru/informatization-education/article/viewFile/43514/24571educational technologygenerative artificial intelligencehigher educationsystematic literature reviewstudent engagement |
| spellingShingle | Anna E. Korchak Yevgeny D. Patarakin Jamie Costley Exploring the use of generative artificial intelligence by university students: a systematic literature review RUDN Journal of Informatization in Education educational technology generative artificial intelligence higher education systematic literature review student engagement |
| title | Exploring the use of generative artificial intelligence by university students: a systematic literature review |
| title_full | Exploring the use of generative artificial intelligence by university students: a systematic literature review |
| title_fullStr | Exploring the use of generative artificial intelligence by university students: a systematic literature review |
| title_full_unstemmed | Exploring the use of generative artificial intelligence by university students: a systematic literature review |
| title_short | Exploring the use of generative artificial intelligence by university students: a systematic literature review |
| title_sort | exploring the use of generative artificial intelligence by university students a systematic literature review |
| topic | educational technology generative artificial intelligence higher education systematic literature review student engagement |
| url | https://journals.rudn.ru/informatization-education/article/viewFile/43514/24571 |
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