The Impact of Artificial Intelligence-Supported Instruction on Student Learning in STEM: A Systematic Review and...

The rapid integration of artificial intelligence (AI) technologies into educational contexts has introduced innovative instructional approaches, particularly within Science, Technology, Engineering, and Mathematics (STEM) education. Although an increasing number of empirical studies have examined AI-supported instruction, existing findings remain heterogeneous, making it difficult to draw firm conclusions about its overall effectiveness. This study aims to systematically synthesize experimental and quasi-experimental research on AI-supported instructional interventions in STEM education, quantify their overall effects on student learning outcomes, and examine potential moderating factors, including educational level, STEM discipline, and intervention duration. A comprehensive systematic literature search was conducted across Web of Science, Scopus, ERIC, ScienceDirect, and Google Scholar, covering studies published between 2005 and 2025. A total of 35 studies meeting predefined inclusion criteria were included in the meta-analysis. Effect sizes were calculated using Hedges' g, and a Random Effects Model (REM) was employed to account for heterogeneity among studies. Moderator analyses were conducted for educational level, STEM discipline, and intervention duration. Publication bias was assessed using multiple diagnostic methods. The meta-analysis revealed a statistically significant overall positive effect of AI-supported instruction on student learning outcomes in STEM education (g = 0.67, 95% CI [0.49, 0.85], p < 0.001). Moderator analyses indicated that AI interventions were most effective at the high school level. Although Science and Mathematics disciplines showed slightly higher effect sizes, the between-group difference was not statistically significant (Q = 4.85, df = 2, p = 0.088). Regarding intervention duration, the highest effect size was observed in interventions lasting more than one month and up to two months, though no consistent pattern of increasing effectiveness with longer durations was found. Publication bias analyses suggested minimal influence on the overall findings. AI-supported instructional interventions demonstrate a moderately to highly positive impact on student learning outcomes in STEM education. The effectiveness of these interventions varies according to educational level, disciplinary context, and intervention duration. These findings provide robust empirical evidence supporting the pedagogical value of AI in STEM education and offer guidance for educators and policymakers regarding effective implementation.