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Related Experiment Video

Updated: Jun 11, 2026

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

Published on: September 26, 2025

Does Generative Artificial Intelligence Improve Students' Higher-Order Thinking? A Meta-Analysis Based on 29

Yan Zhao¹, Yuhe Yue¹, Zhonghua Sun¹

¹School of Education, Changchun Normal University, Changchun 130032, China.

Journal of Intelligence

|December 24, 2025

Summary

Generative Artificial Intelligence (Gen-AI) moderately boosts higher-order thinking (HOT), especially problem-solving and critical thinking. Optimal results occur with 8-16 week interventions and learners with strong self-regulated learning (SRL) skills.

Keywords:

Generative Artificial Intelligence creativity critical thinking higher-order thinking meta-analysis problem-solving ability

Related Experiment Videos

Last Updated: Jun 11, 2026

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

High-definition Transcranial Direct Current Stimulation over Right Dorsolateral Prefrontal Cortex to Enhance Metacognitive Sensitivity

Published on: September 26, 2025

Area of Science:

Educational Technology
Cognitive Science
Artificial Intelligence in Education

Background:

Generative Artificial Intelligence (Gen-AI) is increasingly used in education, yet its impact on higher-order thinking (HOT) is not fully understood.
Existing research on Gen-AI and HOT is fragmented, lacking analysis of moderating variables.
Cultivating HOT is a key educational objective, facing persistent challenges.

Purpose of the Study:

To quantitatively assess the overall impact of Gen-AI on learners' HOT.
To examine moderating factors influencing Gen-AI's effect on HOT.
To provide evidence-based recommendations for integrating Gen-AI to foster HOT.

Main Methods:

A meta-analysis was conducted, synthesizing data from 29 experimental and quasi-experimental studies.
Quantitative assessment of Gen-AI's effect on problem-solving, critical thinking, and creativity.
Moderation analyses explored the influence of experimental duration and self-regulated learning (SRL) abilities.

Main Results:

Gen-AI demonstrated a moderate positive effect on overall HOT.
The most significant improvements were observed in problem-solving and critical thinking, with limited impact on creativity.
Intervention duration (8-16 weeks) and learners' SRL capacity were significant moderators, enhancing Gen-AI's effectiveness.

Conclusions:

Gen-AI can be a valuable instructional tool for fostering HOT, particularly problem-solving and critical thinking.
Medium- to long-term interventions (8-16 weeks) are recommended for optimal impact.
Personalized scaffolding to enhance SRL is crucial for maximizing Gen-AI's educational potential in cultivating innovative talent.