GAI-related and GAI-unrelated AI tools show no significant difference in their moderating effects on K-12 STEM learning outcomes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? GAI usage did not significantly moderate effect sizes (QB = 0.058, p = 0.810); both GAI-related (g = 0.430) and GAI-unrelated (g = 0.460) tools showed significant effects. → Li 2025

Evidence¶

Li 2025¶

Li, S., Zeng, C., Liu, H., Jia, J., Liang, M., Cha, Y., Lim, C. P., & Wu, X. (2025). A meta-analysis of AI-enabled personalized STEM education in schools. International Journal of STEM Education. https://doi.org/10.1186/s40594-025-00566-y

q4 · i? · quant-synthesis · r2

Subgroup analysis comparing GAI-related tools (k = 21) with GAI-unrelated tools (k = 78) in the meta-analysis. Both types showed significant positive effects with "no statistically significant distinction between their impacts"; equivalence was not tested.

"There is no significant difference between GAI-related and GAI-unrelated tools in their effects on students' STEM learning (QB = 0.058, p = 0.810)."

Discussion¶

Related Claims¶

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