Impact of generative artificial intelligence on academic performance and student autonomy in secondary education: a systematic review
DOI:
https://doi.org/10.71112/c0ccex62Keywords:
Generative artificial intelligence, secondary education, academic performance, self-regulated learning, cognitive autonomy, systematic reviewAbstract
This systematic review, following the PRISMA 2020 methodology, analyzes the impact of Generative Artificial Intelligence (GenAI) on the academic performance and autonomy of secondary school students. A sample of 32 empirical studies was evaluated. The results reveal a predominance of conversational large language models (68.8%), followed by adaptive intelligent tutoring systems (18.8%) and multimodal environments (12.5%). A significant increase in academic performance was observed in 71.9% of the cases when active pedagogical mediation was present, compared to 9.4% reporting negative effects attributed to verbatim copying. Furthermore, 65.6% of the evidence indicates that GenAI fosters self-regulated learning by scaffolding goal setting, while 34.4% warns of cognitive dependence risks due to excessive cognitive offloading. In conclusion, the effectiveness of GenAI directly depends on pedagogical intentionality and the metacognitive engagement assumed by the student.
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