Ο αντίκτυπος σχολικών παρεμβάσεων Τεχνητής Νοημοσύνης σε παράγοντες μάθησης στο Δημοτικό Σχολείο

Abstract

The rapid evolution of educational technologies—accelerated by the COVID-19 pandemic—has brought Artificial Intelligence (AI) to the forefront of pedagogical innovation. Generative AI (GAI), particularly large language models such as ChatGPT, has reshaped discussions about learning, motivation, and the future of schooling. This study examines the impact of AI-based school interventions on learning-related factors among elementary students, including motivation, self-efficacy, cognitive load, learning anxiety, and interest. A systematic literature review and meta-analysis were conducted, following PRISMA guidelines and using the Ventista (2021) reliability framework for experimental and quasi-experimental studies. Out of 272 retrieved articles, six met the inclusion criteria. Effect sizes were calculated to estimate the magnitude of AI’s influence on learning factors. The findings indicate a generally positive impact: AI interventions tend to reduce learning anxiety and cognitive load while enhancing motivation, self-efficacy, and collaboration. However, the increase in students’ interest appears short-lived, suggesting that while AI can initially engage learners, sustaining their attention requires deeper pedagogical integration. Overall, AI emerges as a promising educational tool when used reflectively and not merely instrumentally, though further large-scale studies are needed to confirm and extend these results.