STEM Education

Evidence of impact and interpretational limits of generative AI in STEM education: A systematic review and meta-analysis on cognitive learning outcomes

Chiara Boolzen, Jochen Kuhn, Salome Flegr, Eva-Maria Rott, Niklas Stausberg, Stefan Küchemann

Artificial Intelligence Review

A STEM-focused review shows why a positive average effect can be a fragile guide to classroom decisions. Across 49 studies, the conventional pooled estimate favored generative AI, but a publication-bias adjustment moved the average close to zero with substantial uncertainty. Effects still varied widely across contexts. The result calls for better comparisons and clearer descriptions of what students actually do, rather than treating every AI-supported activity as the same intervention.