The Impact of ChatGPT on Students' Academic Achievement
A Meta‐Analysis
Bibliographic Data
| ID | 21499162 |
|---|---|
| Authors | Zhiwei Liu (0000-0003-4241-0326, College of Mathematical Science Yangzhou University Yangzhou China), Haode Zuo (0000-0001-5134-0572, College of Mathematical Science Yangzhou University Yangzhou China, corresponding author), Yongjing Lu (0009-0005-9433-1859, College of Mathematical Science Yangzhou University Yangzhou China) |
| Year | 2025 |
| Volume | 41 |
| Issue | 4 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jcal.70096 |
| OpenAlex | W4412439071 |
| Language | EN |
| Citations received | 12 |
| References cited | 85 |
Academic achievement · Mathematics education · Meta-analysis · Artificial Intelligence in Healthcare and Education · Computer Science · E-Learning and COVID-19 · Medicine · Online Learning and Analytics · Psychology
Relationship between education students’ knowledge of ChatGPT in education and their academic performance
Pedagogical partnerships with generative AI in higher education
Unveiling Patterns of Generative AI Integration That Enhance Learning
Trust, Privacy, and Context Dependence of Large Language Models in Educational Contexts
Task-Centered Analysis of Higher Education Students’ Uses of Generative Artificial Intelligence
Enhancing Academic Achievement and Classroom Interaction in Fourth-Grade Mathematics Using an Adaptive Unit Designed with ChatGPT Support
The effectiveness of technology-enhanced L2 learning in higher education on academic performance from a cognitive load perspective
Comparing the Impact of Individual‐ and Team‐Based ChatGPT Collaboration on High School Students' Cognitive Competencies in Programming Education
An Extended Technology Acceptance Model to Explain Higher Education Students' Behavioral Intention to Use ChatGPT
The impact of maladaptive perfectionism on AI dependence among college students
The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education
Who speaks for culture? Generative AI, epistemic authority, and narrative negotiation in an intercultural classroom
Systematic Reviews and Meta-Analysis
Introduction to Meta‐Analysis
Research Synthesis and Meta-Analysis
Enhancing academic writing skills and motivation
The flipped classroom
Fixed- and random-effects models in meta-analysis.
The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation
Impact of ChatGPT on ESL students’ academic writing skills
AI-generated feedback on writing
Measuring inconsistency in meta-analyses
Retracted Article
ChatGPT-3.5 as writing assistance in students’ essays
ChatGPT in didactical tetrahedron, does it make an exception? A case study in mathematics teaching and learning
ChatGPT in Teaching and Learning
Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy
The effect of chatbots on learning
AI Application (ChatGPT) and Saudi Arabian Primary School Students’ Autonomy in Online Classes
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
The impact of Generative AI (GenAI) on practices, policies and research direction in education
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
The influence of ChatGPT on student engagement
The impact of virtual technology on students’ creativity
Chatbots in education
ChatGPT improves creative problem-solving performance in university students
Deconstructing University Learners' Adoption Intention Towards Aigc Technology
Mastering medical terminology with ChatGPT and Termbot
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions
Writing meta-analytic reviews
Evidence that class size matters in 4th grade mathematics
| Unique citing works | 12 |
|---|---|
| Citations per year | 12 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |