Exploring the use of generative artificial intelligence by university students: a systematic literature review


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Abstract

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.

About the authors

Anna E. Korchak

Higher School of Economics

Author for correspondence.
Email: aekorchak@hse.ru
ORCID iD: 0000-0002-6007-3098

Research Assistant, Centre of Sociology for Higher Education, Institute of Education

20 Myasnitskaya St, Moscow, 101000, Russian Federation

Yevgeny D. Patarakin

Higher School of Economics; Moscow City University

Email: patarakined@mgpu.ru
ORCID iD: 0000-0002-1216-5043
SPIN-code: 7044-4695

Doctor of Pedagogical Sciences, Professor at the Department of IT, Management and Technology, Institute of Digital Education, Moscow City University ; Professor at the Department of Educational Programmes, Institute of Education, Higher School of Economics

4/1 2nd Selskokhozyaystvenny Proezd, 129226, Moscow, Russian Federation; 20 Myasnitskaya St, Moscow, 101000, Russian Federation

Jamie Costley

United Arab Emirates University

Email: jcostley@uaeu.ac.ae
ORCID iD: 0000-0002-1685-3863

PhD, Assistant Professor at College of Education

H1 Sheik Khalifa Bin Zayed St, Al Ain, 15551, United Arab Emirates

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