What the study found
The review found a dual impact of Generative AI (AI systems that can generate text, code, or other content) in computer science education. It can worsen learning when outputs are hallucinated or misleading, but it can also support learning when used in structured and pedagogically grounded settings.
Why the authors say this matters
The authors conclude that the findings offer a theoretically coherent and pedagogically grounded way to understand how GenAI reshapes learning in computer science education. They also suggest the review may help guide the design of equitable, cognitively balanced, and instructionally effective GenAI-supported learning environments.
What the researchers tested
The researchers carried out a systematic review of 64 empirical studies on Generative AI in computer science education. They examined learning in programming, debugging, algorithmic reasoning, and computational problem-solving, drawing on Constructivist, Sociocultural, Cognitive Load, Adaptive Learning, and Metacognitive Learning theories.
What worked and what didn't
On the negative side, hallucinated or misleading outputs were linked to increased extraneous cognitive load, over-reliance on system-generated content, and disruptions to error detection, self-monitoring, and problem-solving. The review also reports possible inequities in low-resource settings and for culturally and linguistically diverse learners. On the positive side, when GenAI was used in structured and equitable environments, it supported reflective programming practice, self-monitoring, verification, strategic adjustment, engagement, personalized learning outcomes, and problem-solving skills.
What to keep in mind
This is a review of previously published empirical studies, so its findings depend on the studies it synthesized. The abstract does not describe specific study-quality limits or detailed limitations beyond the scope of the reviewed research.
Key points
- The review synthesizes 64 empirical studies on GenAI in computer science education.
- GenAI had both negative and positive effects on learning, depending on context and use.
- Hallucinated or misleading outputs could raise cognitive load and interfere with problem-solving.
- Structured use of GenAI was associated with reflective practice and better problem-solving skills.
- The abstract notes possible inequities for low-resource and culturally and linguistically diverse learners.
Disclosure
- Research title:
- GenAI shows mixed effects in computer science education
- Authors:
- Adedeji Adefisoye Adejumo, Solomon Sunday Oyelere, Ismaila Temitayo Sanusi, Jarkko Suhonen
- Institutions:
- Luleå University of Technology, Modibbo Adama University of Technology, University of Eastern Finland, University of Eastern Finland, University of Eastern Finland, University of Exeter
- Publication date:
- 2026-03-14
- OpenAlex record:
- View
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