GENERATIVE AI-ASSISTED LEARNING IN SECONDARY EDUCATION: A SYSTEMATIC REVIEW OF EFFECTS ON LEARNING PERFORMANCE, KNOWLEDGE RETENTION, AND HIGHER-ORDER THINKING IN ADOLESCENTS AGED 12–18
Mokhigul Isanova
MSc Business Intelligence and Analytics, Westminster International University in Tashkent, Uzbekistan
Sokhibjamol Boeva
Computer Science, Lecturer, Central Asia University, Tashkent, Uzbekistan
Keywords: generative artificial intelligence; ChatGPT; secondary education; adolescents; learning performance; knowledge retention; higher-order thinking; systematic review.
Abstract
Generative artificial intelligence (GenAI) tools such as ChatGPT entered secondary classrooms within months of their public release in November 2022. Evidence on how these tools affect adolescents' learning remains scattered, and existing syntheses are dominated by university samples or pool K-12 and higher education together.
