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VOL. 1, ISSUE 1 (2025)
Generative AI in digital learning: A Concise review of effectiveness and implementation challenges in higher education
Authors
Muhammad Rizky Ramadhan
Abstract
Generative artificial
intelligence (GenAI) tools such as ChatGPT have become widespread in higher
education since 2022, prompting a fast-growing but mixed body of empirical
research. This concise review synthesizes findings from recent systematic
reviews and meta-analyses (2023–2026) on GenAI use in digital learning. Across
several independent meta-analyses, GenAI use shows moderate-to-large positive
effects on measured academic performance, with weaker and more variable effects
on self-efficacy and motivation. At the same time, qualitative and experimental
work documents risks of cognitive offloading, reduced higher-order reasoning,
and academic integrity concerns when GenAI is used without instructional
structure. Barriers to effective implementation include uneven AI literacy,
unresolved integrity concerns, and unequal infrastructural access that risks
widening existing educational inequities. The review concludes that GenAI's
educational value is conditional on instructional design and institutional support
rather than intrinsic to the technology, and outlines implications for
pedagogy, policy, and future research.
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Pages:20-21
How to cite this article:
Muhammad Rizky Ramadhan "Generative AI in digital learning: A Concise review of effectiveness and implementation challenges in higher education". International Journal of Current Studies, Vol 1, Issue 1, 2025, Pages 20-21
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