Artificial Intelligence in Secondary STEM Education: A Systematic Review (2014-2024)

  1. Claudia Osorio-Alfaro
  2. Gabriela Campos Mera
  3. Alejandra Ramírez-Segado
  4. Alicia Benarroch Benarroch
Read the full article See related articles

Listed in

This article is not in any list yet, why not save it to one of your lists.
Log in to save this article

Abstract

Despite the growing interest in Artificial Intelligence (AI) in education, research on AI in STEM (AI-STEM) in high school remains limited. A systematic review of empirical studies (2014–2024) identified 43 papers which reveal a new category that has previously not identified: Chatbots and Conversational Agents. In addition, a preference for quantitative and interdisciplinary content was evidenced. The main benefits that could be identified include improvement in academic performance, increase in motivation and development of technological skills. In contrast, the challenges that AI faces include teacher training, technological infrastructure, ethical policies and problem mitigation, such as cognitive passivity. It is concluded that research in AI-STEM is still limited compared to its potential. A significant growth in research AI is expected in the next years.

Article activity feed

  1. Version published to 10.21203/rs.3.rs-6777416/v1 on Research Square