| [1] |
Cecchinato and Foschi (2020) |
Psychology |
Undergraduate Students (18) |
Survey |
An AI application that evaluates and automatically scores student activities based on multiple indicators set by the teacher. |
Students find the automatic assessment process interesting, effective, adequate, valid and reliable. The majority of students believe that the combination of both methods is more valid than using them individually. |
A small proportion of students emphasize that the automated assessment process initially caused them bitterness or sadness and may be inadequate without teacher approval. Moreover, students express a personal preference for the human opinion, considering the importance of the human factor and the verification of the assessments provided by the algorithm. |
| [2] |
Sung et al. (2020) |
Mathematics |
Secondary School Students (162) |
Survey |
An AI application of the traditional adaptive learning model with a cognitive performance analysis mechanism to improve students’ learning performance and encourage students to learn. |
It shows that the mathematics anxiety levels of students using the adaptive learning system (fuzzy logic) with affective and cognitive performance analysis mechanism are significantly lower than those using the traditional learning system. |
Not reported. |
| [3] |
Ali et al. (2021) |
Unspecified |
Secondary School Students (38) |
Survey |
A generative AI application used for Deepfake and a learning activities app that explains how it is used and provides tips to help recognize Deepfake content. |
More than 75% of students said they favor policies that define and label Deepfakes but do not ban them. Students did not believe that Deepfakes should be banned altogether and emphasized that there is creative value in creating and sharing Deepfakes. They wanted to know whether something was a Deepfake or not, rather than deciding on their own. |
When discussing the potential harms of Deepfakes, students identified copycat crimes and the spread of misinformation as harms. All students chose a policy that takes some measures to regulate Deepfakes, expressing that they think this technology application should be regulated. |
| [4] |
Cheah (2021) |
Physics |
Undergraduate Students (24) |
Survey |
An AI application that provides a personalized learning experience that integrates web-based gamification and aims to increase students’ motivation for the lesson by identifying at-risk students like a teacher. |
The majority of the students stated that they would use the application to improve their physics learning and that the application increased their willingness to participate in physics lessons. |
Not reported. |
| [5] |
Deveci-Topal et al. (2021) |
Science |
Secondary School Student (41) |
Survey |
A chatbot application that includes text-based functions designed for teaching a specific subject, as well as a web-accessible video to support students visually and aurally. |
Students’ opinions about the chatbot included that it was useful and fun, that they wanted to use it in other lessons, that it provided useful help in learning outside the classroom, and that it allowed them to repeat the lesson. |
Not reported. |
| [6] |
Vázquez-Cano et al. (2021) |
Foreign Language |
Undergraduate Students (103) |
Survey |
A chatbot application that allows students to interact and chat in language education. |
The students’ perception showed that they positively valued chatbots in their teachinglearning process in three dimensions. More support and companionship in the learning process, as they perceive more interaction due to the conversational nature; more feedback and interaction compared to the more traditional methodology and finally, they particularly value the ease of use and interaction anywhere and anytime. |
Not reported. |
| [7] |
Aung et al. (2022) |
Unspecified |
Secondary School Students (106) |
Survey |
A framework AI application that allows students to communicate with remote hardware stations and test AI models in real-world scenarios. |
Students emphasized the importance of being provided with the opportunity to generate new ideas to solve real problems and to apply their ideas towards the solution. |
The use of AI to make people look like people they are not has emerged as an ethical problem in student projects. |
| [8] |
Bosman et al. (2022) |
Industrial Engineering |
Undergraduate Students (110) |
Survey |
Implementation of a web-based AI-powered game (OpexAnalytics) and a web-based AI-powered tool to promote learning (CompareAssess). |
Students stated that AI can be used in the decision-making process by using it together with human intelligence in the context of application and thus improve the calculation and interpretation processes. |
Not reported. |
| [9] |
Chaipidech et al. (2022) |
Science |
Secondary School Teachers (161) |
Survey |
An AI application for a personalized learning system in developing an effective professional development intervention program for teachers. |
It was observed that teachers improved their technological pedagogical and content knowledge with a personalized learning system and that the AI-supported system facilitated the learning process. |
Not reported. |
| [10] |
Han and Lee (2022) |
Journalism |
MOOC Participants (74) |
Survey |
A natural language processing-based chatbot app for frequently asked questions. |
Students stated that their cognitive load increased while using the frequently asked questions web page, but they did not feel this in the chatbot. |
It was stated that especially non-native English speakers had difficulties in interacting with the chatbot and their enjoyment levels decreased, that the chatbot could not answer some questions because of its narrow scope, which was not satisfactory for the students, and that the answers given by the chatbot were long. Students’ expectations were 1–2 sentence answers. Students wrote that they were uncomfortable sharing their personal information with a chatbot unless it was necessary. |
| [11] |
Laupichler et al. (2022) |
Medicine |
Undergraduate Students (24) |
Survey |
A flipped course application for presenting AI activities in medical imaging. |
Students preferred to first diagnose the medical image data themselves and then compare their results with the AI diagnoses. |
Not reported. |
| [12] |
Lee and Yeo (2022) |
Mathematics |
Undergraduate Students (23) |
Survey |
A chatbot application to act as a virtual student who exhibits misconceptions about fractions. |
The students were satisfied with their interaction with the chatbot, felt safe to interact with a student with similar misconceptions, and stated that emojis gave the chatbot character. |
Students emphasized that they were uncomfortable with the limited answers of the chatbot, the ambiguity of the answers, and getting the exact same answer in more than one question. In addition, some participants had the impression that the chatbot could not learn anything from the conversation. |
| [13] |
Nelekar et al. (2022) |
Unspecified |
Undergraduate Students (61) |
Survey |
An embodied chatbot application developed to reduce stress and anxiety levels by communicating with students and to ensure behavioral change in students. |
As a result of their interactions with the chatbot, students stated that their awareness of their own stress increased, they felt that they were talking to their best friends and that they found the chatbot reliable. In this context, it was revealed that students approached the use of chatbots positively and were not worried about sharing personal issues with the robot. |
Not reported. |
| [14] |
Neo (2022) |
3D Modeling |
Undergraduate Students (102) |
Survey |
An AI-powered virtual learning assistant application with natural language processing capabilities to provide online support to students outside their online classes. |
Students expressed that they were satisfied with using the chatbot to learn the related topic, they enjoyed their experiences, they were curious and entertained while learning the topic, their motivation increased, and they became more confident after studying the topic with the robot. In addition, they found chatbots suitable for online learning environments and expressed that they would like to use more chatbots in their lessons. They believe that learning with chatbots provides extra knowledge and deeper understanding of the subject outside the classroom. |
Not reported. |
| [15] |
Raffaghelli et al. (2022) |
Computer Science, Multimedia and Telecommunications, Economics, Business Administration |
Undergraduate Students (347) |
Survey |
An AI-supported early warning system application that predicts whether students are at risk of failing the course. |
The early warning system had a positive impact on students’ performance. |
Acceptance of the early warning system by students is low. Students reported too much effort and lack of trust in the tool. At the same time, the social influence to use the tool did not change over time. Students did not consider the influence of others to integrate the early warning system into their academic activities. |
| [16] |
Sefcik et al. (2022) |
Public Health, Business, Economics, Finance, Law, Human Biology and Construction Management |
Undergraduate and Graduate Students (253) |
Survey and Interview |
An AI surveillance system application that verifies student identity through face matching during online exams and analyzes student movements to detect behaviors that may indicate academic dishonesty. |
The majority of students reported that having approaches such as remote proctoring to deter cheating was important for the organization and that they believed the system was useful in this regard. Half of the students reported that their attitudes after the implementation were neutral, some of them were positive about remote proctoring and a smaller number had a negative attitude. |
Perceived technical issues appeared to lead to feelings of anxiety about remote proctoring, and students indicated that more clarity around expectations of appropriate behavior, privacy and data security would help alleviate discomfort and improve the system. Some students expressed concern about having their data (video, microphone, etc.) recorded during the exam. Students expressed concern because they did not know which situations the AI detected as violations. |
| [17] |
Wang and Yu (2022) |
Science |
Secondary School Students (63) |
Survey |
Implementation of an AI-supported automatic resource creation mechanism according to the needs of students. |
Students felt that the proposed system provided richer learning resources, more fluent learning support, more adaptive learning strategies and useful information. Students were satisfied with their experience and stated that they would like to use it in different courses. |
Not reported. |
| [18] |
Chocarro et al. (2023) |
Unspecified |
Secondary School Teachers (225) |
Survey |
Chatbot application developed for teachers. |
Teachers expressed that they want to use chatbots in their teaching activities and that they believe that the quality of teaching will increase in this way. |
Teachers preferred a chatbot with a formal language to a chatbot with a more social language. |
| [19] |
Hew et al. (2023) |
Unspecified |
Undergraduate and Graduate Students (67) |
Survey |
A chatbot app for students to set goals before attending class and a chatbot app for practicing listening to English as a foreign language. |
Students stated that they found the conversation with the chatbot interesting, enjoyable and useful in terms of helping them clarify their learning goals, that they were pleased that the chatbot used emoji and thus had a more intimate conversation experience, that the robot addressing them by name made them feel more sincere and that they liked communicating with the chatbot. |
Students stated that they expected more customized suggestions to improve the chatbot experience, that they wanted the robot to respond faster, and that the robot should produce more varied responses instead of repeating responses. Students stated that they could predict what the chatbot would answer and that they were uncomfortable with this. |
| [20] |
Jasin et al. (2023) |
Chemistry |
Undergraduate Students (12) |
Interview |
An automated questionanswer chatbot application trained in synchronous communication and instructor proximity techniques. |
Students were pleased that the chatbot could respond at any time of the day, that they could ask the robot many questions, and that they had the opportunity to have one-to-one conversations. |
Students said that they care about the robot’s high detection accuracy and its ability to produce fast responses. |
| [21] |
Moldt et al. (2023) |
Medicine |
Undergraduate Students (12) |
Survey and Group Discussion |
A hybrid course app with AI activities to train future doctors. |
The majority of the students stated that they had a positive attitude towards AI and that it should be used in health-related applications. |
Some students emphasized that they were concerned about the confidentiality and protection of patient data and that they would be more in control in the future. |
| [22] |
Wang et al. (2023) |
Foreign Language |
Secondary School Students (16) |
Survey |
An AI application developed to solve students’ pronunciation problems, expand their vocabulary, and improve their listening and speaking skills in teaching English as a foreign language. |
Students expressed that they enjoyed using the AI tool, cared about the suggestions made by the AI and were pleased with the praise of the AI. |
Some students stated that they were not personally interested in AI applications, but that they would use it in line with the demands of their parents or teachers. |
