OPSU review finds learning gains from AI with teacher support

A systematic review by Oklahoma Panhandle State University faculty member Dr. Bhoj Balayar found that AI-supported learning tools generally improved student motivation, engagement, and academic achievement when used effectively. Published in Education Psychology in Practice, the research analyzed 27 empirical studies published between 2018 and 2025, using self-determination theory to examine autonomy, competence, and relatedness.

The review covered ChatGPT, intelligent tutoring systems, adaptive learning platforms, and gamified learning environments. Benefits were especially notable in language learning, writing development, and problem-solving activities. Personalized feedback, opportunities for self-paced learning, and support tailored to individual needs were associated with stronger motivation and engagement.

However, excessive reliance on AI or poorly integrated technology could harm motivation and performance. Overuse could also reduce meaningful social interaction. The findings favor AI as a complement to human instruction rather than a replacement for educators, with teachers, learners, and technology working together.

Recommendations include preserving student choice, assessing effects on motivation and well-being alongside academic performance, ensuring equitable access to technology, and incorporating AI into collaborative learning that strengthens peer connections and belonging.