This is a systematic review and meta-analysis of experimental research on ChatGPT’s impact on student learning (69 studies from 2022–2024). The goal was to move beyond simple correlations and look at causal effects of ChatGPT use in education settings.
The review found positive associations between ChatGPT use and several student outcomes:
- Improved academic performance compared with control conditions.
- Boosts in affective-motivational states, meaning students felt more motivated or positive about learning tasks.
- Increases in higher-order thinking propensities, suggesting students may engage more with critical thinking when ChatGPT is used thoughtfully.
- Reduced mental effort reported by learners in some contexts.
Interestingly, the review did not find that ChatGPT use changed students’ self-efficacy (their confidence in their own learning ability). This suggests that while tools can help performance, they don’t automatically make students feel more capable. The article doesn’t just stop at findings — it critiques the quality of current research and offers propositions for future work.
The review suggests that ChatGPT used as part of regular classroom practice — not just as an add-on — shows the strongest effects. This article provides evidence that ChatGPT should be integrated in ways that promote higher-order thinking, e.g., through scaffolding questions, collaborative prompts, or guided inquiry.
Read the full article here:
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224