Exploring Artificial Intelligence Integration and Student‐AI Interaction in K‐12 Education: A Scoping Review.
Background: Artificial intelligence (AI) can support more personalised learning in K‐12 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students,...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 17 |
|---|---|
| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189524203&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524203 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524203 189524203 189524203 10.1111/jcal.70144 189524203 ppf: 1 ppct: 16 formats: tig: atl: Exploring Artificial Intelligence Integration and Student‐AI Interaction in K‐12 Education: A Scoping Review. aug: au: Seung, Yerin Basham, James D. Kim, Taehyun Lohoefener, Jennifer affil: Department of Special Education, University of Kansas, Lawrence Kansas,, USA sug: subj: Artificial Intelligence, Generative Learning Methods Collaboration Integrated Curriculum Human Male Female Child, Preschool Child Adolescence Scoping Review ERIC Database Psycinfo Descriptive Statistics Teachers School Policies Schools, Elementary Schools, Middle Schools, Secondary Learning Environment Students, Elementary Students, Middle School Students, High School Teaching Methods Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years Male Female ab: Background: Artificial intelligence (AI) can support more personalised learning in K‐12 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students, including those with disabilities and academic challenges. Objectives: This scoping review investigated how AI has been integrated in K‐12 educational settings and what types of AI, devices and modalities are used to support student‐AI interaction of diverse learners. Methods: We identified 70 empirical studies that included student‐AI interaction in K‐12 education between 2014 and 2023. The review focused on the scope of literature, types of AI and devices used, and the modalities used for student‐AI interaction in K‐12 education. Results and Conclusions: The number of empirical studies on AI integration has surged worldwide in an interdisciplinary fashion across school levels and subjects. However, only a limited number of studies reported the diversity of students. Chatbots and tutoring systems were the most often used AI tools, computers and tablets being the most often used devices. Research across diverse academic backgrounds commonly adopted a single modality to interact with AI. At the same time, multimodalities were more prevalent for the AI's output, both of which were text‐dominated. We discussed the necessity for interdisciplinary collaboration and adopting multimodal AI to enhance accessibility for students with diverse backgrounds. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|