AI Summary of Peer-Reviewed Research
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- ✔ Peer-reviewed source
- ✔ Published in indexed journal
- ✔ No retraction or integrity flags
What the study found
The review found a dual impact of Generative AI (GenAI), meaning AI systems that create text or other content, in computer science education. It can create problems through hallucinated or misleading outputs, but it can also support learning when used in structured and pedagogically grounded settings.
Why the authors say this matters
The authors conclude that understanding GenAI through learning performance, hallucination dynamics, and problem-solving together offers a coherent lens for computer science education. They suggest this may help guide the design of equitable, cognitively balanced, and instructionally effective GenAI-supported learning environments.
What the researchers tested
The researchers conducted a systematic review of 64 empirical studies on GenAI in computer science education. The review focused on programming, debugging, algorithmic reasoning, and computational problem-solving, and it drew 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 could increase extraneous cognitive load, meaning mental effort spent on unhelpful information, and could encourage over-reliance on system-generated content. On the positive side, GenAI used in structured settings supported reflective programming practice, self-monitoring, verification, strategic adjustment, engagement, personalized learning outcomes, and problem-solving skills.
What to keep in mind
The abstract does not provide detailed study-by-study limitations. It does note that negative effects may be tied to low-resource settings and insufficient support for culturally and linguistically diverse learners.
Key points
- The review synthesized 64 empirical studies on GenAI in computer science education.
- GenAI had mixed effects: misleading outputs could hinder learning, while structured use could support it.
- Hallucinated outputs could increase extraneous cognitive load and over-reliance on AI-generated content.
- Structured GenAI use was linked with reflective programming practice, self-monitoring, and problem-solving skills.
- The abstract notes possible inequities in low-resource settings and for culturally and linguistically diverse learners.
Disclosure
- Research title:
- GenAI shows mixed effects in computer science learning
- 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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